‘Working Together to Protect Children’ Blair McClure, HSE West Child Care Training Co-ordinator Child Care Training Co-ordinator IPPN National Conference 28 th & 29 th January 2010, City West Hotel, Dublin

Outline of the Workshop  Opening Address  Presentation  Questions & Answers  Case Studies  Feedback  Closing Remarks

Areas to Cover  Policy Context  What is Child Abuse?  The Role of Schools  The Reporting Procedure  What Happens Next?  Working Together

Policy Context  Child Care Act, 1991  Children First National Guidelines,1999 & 2010  Inquiry Reports on serious and fatal child abuse

What is Child Abuse? Parents, carers or others can harm children either by direct acts or by a failure to provide proper care, or both. Such acts include physical injuries, severe neglect and sexual and emotional abuse. Children First, 1999

Categories of Child Abuse ‘Children First’ classifies child abuse into four categories: ‘Children First’ classifies child abuse into four categories:  Neglect  Emotional Abuse  Physical Abuse  Sexual Abuse A child may be subjected to more than one form of abuse at any given time A child may be subjected to more than one form of abuse at any given time

Research on Child Abuse ‘Abuse occurs at times of heightened tension in relationships between vulnerable people, against a background of chronic social and environmental stress.’ Reder et al, 1993

Research on Child Abuse ‘Carers with histories of unresolved loss and trauma find themselves overwhelmed by the emotional and physical demands of their children. For them, parenting becomes both a disappointing and stressful experience.’ For them, parenting becomes both a disappointing and stressful experience.’ Howe et al, 2003

Vulnerable Children Vulnerable Children Children who live in households where parents/carers are violent, have mental health problems and who abuse alcohol and drugs. Children who live in households where parents/carers are violent, have mental health problems and who abuse alcohol and drugs. Cleaver et al, 1999 Cleaver et al, 1999 Children with communication difficulties, disabilities, who are out of home or dependent on persons other than their parents for care and protection. Children with communication difficulties, disabilities, who are out of home or dependent on persons other than their parents for care and protection. Children First, 1999 & 2010

Neglect – Signs & Indicators  Non-organic failure to thrive  Gross under-stimulation  Inadequate diet, inappropriate clothing and chronically poor hygiene  Home-alone for long periods  Exposure to hazards and dangers

Emotional Abuse – Signs & Indicators  Often no visible signs  Dysfunctional relationship pattern between carer and child characterised by ‘high criticism and low warmth’  Reflected by persistent sarcasm, hostility, humiliation and rejection

Physical Abuse – Signs & Indicators Suspicious bruises, burns, bites, lacerations and fractures Suspicious bruises, burns, bites, lacerations and fractures  On protected skin sites  That are multiple or repetitive  That leave unusual patterns or clusters

Sexual Abuse – Signs & Indicators  Pain or bleeding in genital area  Age-inappropriate sexualised or seductive behaviour  Uncharacteristic changes in behaviour or reluctance to join in activities that involve undressing

The Role of Schools in Protecting Children

Key Position of Teachers in Supporting Vulnerable Children  Close daily contact with children  Ideally placed to observe and support  Knowledge of normal child development  Trusted professional person and source of information for a child in need

‘ The sheer normality, routine and safety of school may be powerfully therapeutic for a vulnerable child ’. ‘ The sheer normality, routine and safety of school may be powerfully therapeutic for a vulnerable child ’. Gilligan, 2000

DES Guidelines & Procedures 2001 DES Guidelines & Procedures 2001  Schools to have clear procedures  Senior staff member assigned as DLP  In-service training for staff  Child protection on syllabus  Progress of at risk children monitored  Written procedures dealing with allegations against employees

Role of DLP  Specific responsibility for child protection  Staff resource  Responsible for liaising with HSE and BoM  Informing parents/carers of need to report, as appropriate

Prevention and Awareness raising The delivery of prevention programmes such as ‘Stay Safe’ has been shown to teach children safety skills and help teachers and parents respond to children in a protective and supportive manner. The delivery of prevention programmes such as ‘Stay Safe’ has been shown to teach children safety skills and help teachers and parents respond to children in a protective and supportive manner. MacIntyre, 1995

The Reporting Procedure

 Disclosure from the child  Witness account  Direct evidence  Indirect evidence  Consistent signs of neglect over time Grounds for Reporting

The Reporting Procedure  Reports can be made to the HSE by contacting the local duty Social Worker by telephone, in person, in writing or by completing a standard reporting form  After office hours or in the event of an emergency, contact should be made with An Garda Siochana

Consulting with HSE Consulting with HSE  DLPs can also consult with HSE Social Workers for support and assistance and also to obtain advice on whether reasonable grounds for concern exist  No identifying details of the pupil concerned are needed at this stage  If the Social Worker indicates that the issues raised warrants a report being made, then this advice should be followed

Legal Protection for Reporters  Protections for Persons Reporting Child Abuse Act, 1998 provides immunity from civil liability to persons who report a concern ‘reasonably and in good faith’  Qualified Privilege legally protects staff in schools who have a duty, right or interest to act in a child’s best interests and pass on their concern to the DLP.

Informing Parents of Report ‘ Parents/carers should be informed that a report is being submitted to HSE, unless doing so is likely to endanger the child.’ ‘ Parents/carers should be informed that a report is being submitted to HSE, unless doing so is likely to endanger the child.’ Children First, 1999 & 2010

Sharing Information with Parents  Open and inclusive partnership with parents is the cornerstone of good professional practice  Parents have a right to know what is said about them and their children  The child’s welfare is paramount and it is not always safe or desirable to share information with parents at every stage

Confidentiality  Confidentiality in child protection is understood to mean that information is only shared on a ‘need to know' basis  Information that is requested or shared for the purpose of protecting a child is not considered a breach of confidentiality  Children should be informed that disclosures can not be kept secret

Anonymity  All reports received by HSE are followed up and screened  Professionals are advised that they can not make a report anonymously  Failure of reporters to identify themselves and stand over the information they provide significantly limits the capacity of HSE to respond

What happens next?

Initial Response The case will be assigned to a Social Worker who carries out a preliminary enquiry: The case will be assigned to a Social Worker who carries out a preliminary enquiry:  Consults with source of referral  Completes internal checks  Contacts parents/carers and child  Organises medical examination, if required  Reviews with manager and plans appropriate response

Further Actions to Consider  Devise support package or refer on to other services  Convene inter-agency planning meeting  Carry out formal, in-depth assessment  Notify senior management team and liaise with Gardai

Feedback to Reporters Wherever appropriate and within the normal limits of confidentiality, HSE has a duty to inform reporters and other involved professionals about the outcome of an investigation into a reported concern. Wherever appropriate and within the normal limits of confidentiality, HSE has a duty to inform reporters and other involved professionals about the outcome of an investigation into a reported concern. Communication is a two-way-process and the reporter should also seek updates from HSE.

The Importance of Working Together

Working Together  Child Protection is too serious to be left to one single agency  Building relationships with other professionals and agencies helps to protect vulnerable children  Agencies should develop pro-active approaches to child protection

Pro-active Approaches in Schools  Ensure that all staff have read child protection guidelines and know to follow them  Keep child protection on school agenda  Share information with parents  Implement child abuse prevention programmes  Make links with local Social Work Team

Key Messages  You have an important role to play in safeguarding children and your approach and actions can make a difference  By ensuring that your staff team follow your own guidelines you will protect not only the child but also your school