1. Child Protection Policy
Respond
Recognise
Responsibility
Record and Report
Prevention
Background Information for Presenters
Each participant to have been given a copy of the CP Policy for pre-reading PRIOR to the session. It is expected that participants will have read the policy and will bring it to the session.
Participants to get a copy of slides (in the form of handouts) and a handout package (which has all the other handouts for the session).
Have an “issues board” for use in session. Have a whiteboard or piece of butchers paper pinned up in the room that staff can attach post-it-notes to throughout the session. Have post-it-note pads on desks around the room.
Avoid presenting by just reading the Power Point slides, as this is non-engaging.
Do not spend too much time on this slide
Introduction and welcome
Welcome group
Introduce yourself and outline your experience relevant to child protection.
In accordance with DET’s commitment to child protection, DET is providing this 2 hour workshop to secondary school staff to support the implementation of the revised Child Protection Policy. This session is compulsory for all teaching and non-teaching staff and is structured around a number of key aspects.
Attend to any housekeeping issues.
Explain purpose of session, to:
assist schools to effectively implement the revised Child Protection Policy.
respond to a whole of government commitment to child protection. (Reference to ‘Gordon Report’, ‘Caring Well, Protecting Well’ report).
Make reference to what is beyond the scope of the session due to time constraints, There will not be time to:
analyse, interpret or debate the Child Protection policy and procedures.
have detailed discussions of local issues within the school, individual student circumstances or in relation to other agencies.
provide detailed prevention strategies. At the end of session, there will be references to resources and external agencies that schools can access.
provide a detailed focus on vulnerable groups, with the content of the session applying to all students. Follow up to workshop can be arranged through negotiation with the Student Services Team and/ or external service providers.
Reiterate that the session is an awareness raising session and is about alerting participants to the changes in the Child Protection policy. There is an expectation that participants will have read the Child Protection policy.

2. 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.
Background information for presenter
We need to be aware that there may be some people in the group who have been neglected, hurt physically, emotionally, or sexually by someone who had a duty of care to them. Research shows that these people rarely have told someone about the maltreatment and most believe that the maltreatment was, at least to some extent their fault. You need to be aware of the reactions of the group and allow people to take time out if they need some space. If this happens, one of the trainers or another appropriate person should leave with them and make sure that they are okay.
Be aware that you will have non-teaching staff in the group so make an effort to include non-teaching examples i.e. EA’s, gardener , registrar etc. Will need to have the groups in the room have a mixture of teaching and non-teaching staff at the tables.
Presenters Notes
Ground Rules of the session. Outline the rules of the session
Acknowledge the nature of the session and express to the participants that approximately 1 in every group of 8 to 10 people will have experienced some form of maltreatment and as a result participants need to be aware of this in the discussions and in expressing their opinions during the session. “Please be aware that this may result in different emotional reactions for different people within the group today”.
Given the above point, remind participants to look after themselves and be aware of what they disclose. Encourage the participants to take time out if they need some space.
Note that there is a range of knowledge and skills in the room and activities aim to tap into this knowledge and skills. The session involves activities which require them to participate in order to get the most out of the session.
Remind participants that this is not the forum for discussion of personal issues or specific case discussions and that some of the material presented may be sensitive. Ask that participants keep this in mind and that members of the group respect the opinions of others.
Confidentiality – “what is discussed here stays here”. Avoid using identifying details when giving examples. Limits of confidentiality statement– “if someone discloses information that suggests there is a risk of harm/self-harm or that represents a risk to the Department, action will need to be taken usually by disclosing the information to appropriate authorities/ agencies”.
Given the compulsory nature of this professional learning program, participants are required to sign the registration sheet.

3. Outcomes of the Child Protection Session
All staff will be aware of their responsibilities for the implementation of the Child Protection policy and procedures as applies to them.
All staff will have the knowledge to respond appropriately to harm and maltreatment.
All staff will be aware of how they can make a contribution to the well-being of young people and help minimise the impacts of harm and maltreatment.
Presenters Notes
Clearly state why all staff doing training in Child Protection is important.
Most students do not directly disclose maltreatment.
Maltreatment is usually therefore detected through others noting indicators which lead to strong concerns.
School staff are one of the leading identifiers of maltreatment concerns for young people.
Schools are very good at putting in programs and strategies to promote student social-emotional development, resiliency, self care/protection, etc that can prevent maltreatment and support those who have maltreatment issues.
Therefore, the training allows schools and staff to proactively be aware of and identify young people needing intervention and support in a coordinated and more effective manner.

4. Effective Child Protection Key Elements
Recognise
Respond
Responsibility
Record and Report
Prevention
Do not spend too much time on this slide
Background information for presenters
The use of the hand is to provide a visual cue about the FIVE key elements of the session and what the CP Policy and procedures adhere to.
Refer to the concept of the helping hand analogy to help remember the key elements.
Presenters Notes
Aims of the Child Protection Training Program
Responsibilities
Know how to apply the DET’s Child Protection Policy and Procedures
Understand the roles and responsibilities of all DET staff
Be aware of the roles of DCD and Police
Recognising
Be aware of the differing forms of maltreatment
Be aware of the indicators of maltreatment
Responding
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
Recording and Reporting
Understand recording and reporting requirements for student disclosures or strong concerns about possible maltreatment
Prevention
Be aware of preventative programs available to secondary schools.
Additional Notes
Let participants know that there will be an issues board and that if there is a point of clarification or questions that there will be an opportunity for clarification at the end of the session. If there are many issues and there is not an opportunity for these issues to be addressed during the session, the matter will be followed up with your school principal, school student services team and/ or school psychologist.

5. Do not spend too much time on this slide
Revised Policy Themes
Terminology of ‘maltreatment’ vs ‘abuse’.
Although 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.
Do not spend too much time on this slide
Presenters notes
Appendix 1 “Summary of changes to the DET 2005 Child Protection policy and procedures” outlines these points more thoroughly for the presenter.
Present Overview slide.
Point 1: DCD and the Police use the term ‘maltreatment’ = common language across agencies.
Point 2: WA does not have mandatory reporting through legislations, however reporting is mandatory through the Departmental Child Protection Policy. Other states and countries have found that mandatory reporting does not increase the number of substantiated reports, but rather leads to a increase in unsubstantiated reports. Investigating these reports ties up significant resources and takes these way from children and families who need support. See “Pro’s and Con’s of Mandatory Reporting” article in the Resources Section of the package for additional information.
Point 3: previous policy focused on responding requirements. This policy mandates that the school engage in protective behaviours curriculum with students. The new policy reflects a paradigm change from just case management to prevention.
Point 4: Staff need to be mindful that their own (and that of other colleagues/adults) behaviour and interactions with young people they have a duty of care for is professionally appropriate at all times and in all settings (there is a automatic power imbalance which disadvantages students) , e.g. out of school hours contact/ relationships, camps, School Socials/Balls, community events.
Point 5: The concept of shared community responsibility for the care and protection of children, proposes that we have a responsibility not just as employees, but as community members to take actions that protect children. All members of the community have the responsibility for the care and protection of children. Interagency collaboration supports more comprehensive approaches.
Other information
Removed repetitive information, particularly where the information is covered in other policies.
Clearer articulation of roles and responsibilities by teaching and non-teaching staff in schools.
Principals are directly responsible for implementing the Policy, particularly when reporting to DCD and Police – rather than to delegate. Acknowledge that this will be discussed later in session in more detail.

6. 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 over 18.
Presenters Notes
Present Legal Definitions slide. There may be discussion regarding point 5. Indicate that this is standard with Universities as well where there is an authority/power imbalance in relationships. This is particularly relevant to Senior Campuses and Colleges.
Maltreatment should be seen in the context of power and maltreatment of the child (under 18 year) by a person in authority to the child.

7. 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)
Do not spend too much time on this slide
Presenters notes
Don’t spend too much time on this slide as the following slides go into greater detail.

8. Key Sections from Policy a) 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.
Presenters notes
Maltreatment may be:
observed evidence of risk factors or indicators of maltreatment,
reports of maltreatment by a person with or without parental responsibility for the child, and/ or
a disclosure of information from the child.

9. Policy 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.
Presenters notes
Refer the participants to the Child Protection Policy (page 4)
The policy statement is very straight forward. By virtue of your role you are in a unique position to observe children, detect indicators of possible maltreatment and provide support. This includes all staff, i.e. gardeners, school nurses, volunteers, mentors, Education Assistants, registrars etc.

10. Policy Shared Responsibilities cont’
Everyone working in a school must ensure that they:
Have the professional knowledge and understanding of maltreatment.
Have an understanding of their responsibilities: Child Protection Policy.
Have an understanding of their obligations: School Education Act 1999.
Provide all necessary documentation to show their fitness to work with children.
Presenters notes
Reiterate that today's session is an awareness raising session and all staff are encouraged to READ the Child Protection policy.
Refer them to the policy
Child Protection Policy (page 8)
RESPONSIBILITIES Everyone working in a school must ensure that they:
Have the appropriate professional knowledge and understandings of child maltreatment through completion of the Department’s Child Protection Professional Learning Program;
Understand their responsibilities according to the Department’s Child Protection policy and procedures;
Understand their obligations according to the School Education Act 1999 and all other relevant legislation relating to the care and protection of children during all school activities; and
Provide the necessary documentation to show that they are fit and proper persons to work with children.

11. Activity 1 Whose responsibility is it?
TASK
Read the descriptions of the different responsibilities of various people or organisations in the envelope.
Match the descriptor to WHO is responsible for each response.
Place response under appropriate person or agency on A5 “Whose responsibility is it?” poster.
Note: Some may have multiple answers.
Activity One: Whose responsibility is it?
Divide participants into groups. Likely that staff will be sitting within groups already. In order to get the tables to mix into teaching and non-teaching participants, number participants off (1,2,3,4,5 etc) and get people to move to the table that has the appropriate number on it.
Each group to be given an envelope that contains various responsibility descriptors relating to Child Protection issues (each response will be on a separate piece of paper) and an A5 poster “Whose responsibility is it? that has the different personnel or agencies outlined on it. See Activity Pack.
Groups need to place the different responsibilities/ strips of paper, onto one of the positions/ agencies which are identified on the A3 poster “Whose responsibility is it?
Give groups time to complete.
WARNING: this activity is very difficult for participants to do if they are set up in “economy-class” row seating.
Processing
Refer participants to their handout package. This contains all the handouts for today's session. Refer to Handout 1 “ Responsibilities”. Groups to read.
Whole group feedback: ask groups to identify which actions need to be followed through via different people or agencies.
The PowerPoint outlining the key responsibilities for various people are HIDDEN from the audience but are provided for presenters to refer to. It is recommended that these are not used to process the activity as this will take too much time. Use the order to prompt whole group feedback process. For example, ask group to call out actions for which the Principal is responsible, etc. The following slide starts with the Principal’s responsibilities etc.

12. 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.
Presenters Notes
Staff are covered by “Qualified Privilege” when making a report, providing there is no general discussion or disclosure of information in the staffroom or with other parents or members of the general community.
If staff make reports in good faith through the proper channels, which could be considered defamatory, and with the best interests of the child in mind, they are protected in the event of legal action being taken against them under the safeguards of ‘Qualified Privilege’. Qualified Privilege does not cover general discussion in the staffroom, conversation with other parents or members of the general community. Staff must follow the procedures and maintain confidentiality.
This means that you are protected against reporting allegations that may later prove to be unsubstantiated or false providing the above points are adhered to.

13. Definitions Emotional Maltreatment
A constant attitude or behaviour by a person towards a child that causes emotional harm
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.
Presenters notes
Indicate that emotional maltreatment is often difficult to identify and that the behaviours may be due to other factors, such as within child factors relating to mental health or developmental issues.

14. Definitions Physical Maltreatment
Persistent and/or severe physical harm caused to a child.
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.
Presenters notes
Either show the participants a copy of the Female Genital Mutilation file or inform them of it’s availability through the District Student Services Team. Australia has laws that prohibit Australians from committing offences against children overseas, therefore if female children are sent overseas for this procedure it is a reportable offence. It is important that if it is suspected that such a procedure is to take place that preventative action is taken by reporting.
Alternative Process
Alternatively you could ask the group to call out informally some indicators they may see with students who are being physically maltreated.

15. Definitions Sexual Maltreatment
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.
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.
Presenter notes
Sexual maltreatment occurs more commonly within known or family relationships than with “strangers”, and often involves the offending individual ‘grooming’ children or young people by building a trusting, but ambiguous relationship in which the maltreatment can occur. Taking suggestive photographs or video of a child engaged in sexualised behaviour is also classified as sexual maltreatment. Australia has laws that prohibit Australians from committing sexual offences against children overseas, therefore they can face criminal charges here.
Paedophiles (emphasize that paedophiles are not the stereotypical “male standing in the corner of the playground wearing a trench coat”).
Individuals that display behaviours characterised by:
strong, but not necessarily sole, sexual interest in children;
often have multiple victims;
often fixating onto a certain age range and a particular gender;
actively seek opportunities to be around children in their preferred age range. Paedophiles can be in teaching or childcare positions, religious groups or youth groups. They are experts at making contact with children;
collecting, distributing or displaying paedophile-related paraphernalia; and
‘grooming’ their victims. Showing pornographic material to their intended victim is a ‘grooming’ behaviour. They can be very patient and can spend considerable time ‘seducing’ their victim.

16. Definitions Neglect
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.
This includes the provision of:
adequate supervision
healthy food,
suitable clothing
medical care
emotional security.
Presenters notes
Briefly indicate that our values and background can influence our definition of what level of problem constitutes neglect.
Although intervention is required in both cases, there is a need to distinguish between neglect that is due to poverty and coping issues, and those due to intentional withholding of the necessities of life or gross indifference leading to neglectful situations and conditions.
By definition, neglect is characterised as an ongoing chronic condition that is resulting in harm to a child, or is likely to result in harm to a child.
Alternative Processing questions
Alternatively you could ask the group to call out informally some indicators they may see of a student has been neglected.

17. Activity 2: Identifying Harm and Maltreatment
Break into groups of 5 - 6
Nominate a scribe and reporter
Brainstorm in your groups
Use Handout 2 “Indicators Worksheet”.
“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?”
Activity Two: Identifying Harm and maltreatment.
Break into groups of 5 - 6
Nominate a scribe and reporter
Handout 2 “Indicators Worksheet”
Ask group to brainstorm
“What are the indicators or signs that would cause you concern for each of the types of maltreatment?”
Give groups 5 minutes to complete worksheet

18. Identifying 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.
Activity Two: Identifying Harm and maltreatment (continued)
Give participants Handout 3 “Indicators of Harm and Maltreatment”
Get groups to compare their ideas with handout.
Ask for any questions from the group.
Presenters notes.
Go through slide
Indicators are not exclusive to one category nor do the different types of maltreatment have to be inclusive of all indicators associated with that type.
Developmental considerations. Indicators in adolescence may not always be clear due to the types of behaviours adolescents may demonstrate as part of “normal adolescent behaviours” and due to their ability to ‘hide’ the presence of indicators. For example; acting out, being withdrawn at times, moodiness, aggression etc, and improved independence, self-care, and resourcefulness.
The presence of indictors may suggest that a young person is being maltreated or is at risk of maltreatment. However, the absence of indicators does not discount a young persons disclosure that maltreatment has occurred.
One indicator may not be sufficient enough to conclude that maltreatment is/ has occurred – e.g. aggression towards others could be due to lack of appropriate problem solving skills.
Indicators usually occur in clusters
Indicators may be physical or behavioural within the child and/or observed in the behaviour of the parent
We do not investigate or make judgments whether maltreatment is/ has occurred or not. DCD and the Police will determine if there is a case to answer. When in doubt, record your concerns and report to the principal and continue to monitor. We are responsible for ongoing recording and monitoring of suspicions and the provision of support for the victims of maltreatment.
In all circumstances we are responsible for keeping the principal fully informed.
The following PowerPoint slides outlining the different indicators for each of the maltreatment areas are HIDDEN from the audience but are provided for presenters to refer to. Use the order to prompt any key points presenters may want to add during this activity.

19. Factors influencing a student disclosure
Appropriate
Inappropriate
Opportunity
Teacher interview
Class brainstorm
Atmosphere
Supportive & attentive
Pressed for time
Physical surroundings
Quiet & private
Noisy and distracting
Company
With a close friend
In a group of students
Mood
Calm
Angry or upset
Other
Talking in third person
Trivialising issue
Presenters notes
School staff need to be mindful of the factors that promote students to disclose maltreatment issues and in asking for adult help.
They need to also be mindful of situations/time that are “unsafe” or inappropriate for a student to make a disclosure, and therefore Protectively Interrupt; e.g.
during a class (can occur as a result of a related topic triggering the student to disclose sensitive information)
when the staff member or student has other pressing needs or insufficient time to hear the student out and care for them is the disclosure results in upset.
some students may introduce the topic by assigning the issues to a non-existent “friend” or what is referred to as talking in third person, this can allow the student to discuss difficult information and check-out the reactions of others before “owning” the information.

20. Responses to a disclosure: Supportive responses
School staff must support students who have disclosed or about whom there is a concern.
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
Presenters notes
Stay calm – take a deep breath and lower the tone of your voice (this portrays calmness, even when you are not). Avoid letting your own feelings of anger reinforce the young person’s reluctance to discuss the matter. Look after yourself. Avoid portraying fear or anxiety to the child as this may frighten them into retraction. 70% of initial disclosures are retracted.
Limits to confidentiality.
Provide an example of a confidentiality-limited statement; “I can keep confidential (secret) what you tell me, except where is suggests that you or someone else has been or is going to be hurt, then I have to tell someone who can take action”.
The participants may express concerns about the child not telling if they know the staff member is going to tell someone else. Explain to the participants that if they promise to keep the secret and then breach that promise, they will break the child’s trust, possibly adding to their trauma. Generally if a child has begun to tell they will continue to, even if they take time to return to the staff member or seek out another staff member.
Offer reassurance – avoid touching them – tell them they’ve done the right thing to tell.
Believe – intentional false reports are in the minority. The alleged perpetrator may have told the child that they would not be believed if they told others.
Don’t interrogate - you may contaminate any evidence by unknowingly using inappropriate questioning, such as “leading questioning”. Too many examinations/interviews may add to the trauma of the maltreatment. Let the child reveal as much as they choose, you only need enough to help you decide if a report is required and the level of potential level of risk the young person is facing.
Avoid assigning blame – either towards the child, their family or the alleged perpetrator, who the child may still love despite the maltreatment. Reassure the young person that they are not to blame.

21. Protective Interrupting
Protective interrupting is a strategy used to stop someone from disclosing sensitive information in a context that could increase victimisation.
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.
Presenters Notes
It is recommended that direct disclosures that begin in the classroom be interrupted as quickly as possible as the main concern is to protect the child from the victimisation that results from public exposure.
It is often not possible for sufficient confidentiality to be established in a classroom which will provide children with protection from gossip.
Gossip and the leaking of sensitive information to others can lead to increasing a young person’s feelings of powerlessness, vulnerability and despair.
Young people should be protected from telling too much in a group setting. The teacher should offer an opportunity to discuss the issue further, in private, if the student wishes.
Illustrate a few ways staff can ‘protectively interrupt’ –
“Darren I think that what you are saying is really important and I will talk to you some more about that very soon”
With older students, “Jessica, I think that what you are telling me is really important, let’s go somewhere we can talk”
Discuss with participants the skills of voice tone, staying calm (control the tone of their voice and breath), open body language and personal space.

22. 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.
Activity Four: Protective Interrupting
In pairs, consider the scenario and identify TWO scripts that they would use in this situation to protectively interrupt this student, preventing them from disclosing any more information in this environment. This is necessary, as the participants are unlikely to remember someone else’s script when it comes to preventing a student from making an inappropriate disclosure. They are more likely to remember their own words.
Give pairs a couple of minutes to complete task.
Ask from a sample of volunteers to share their scripts with the entire group.

23. Responses to a disclosure: Things not to do
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
Presenters Notes
Re point 2, illustrate how this can occur eg. “He/she is a bad person for doing this to you” – this can be difficult for the student as they may love the person who is maltreating them, but just want the maltreatment to stop.
Re point 3 – staying calm is very difficult at these times, indicate that they can appear calm if they control the tone of their voice and breathe – saying little (this gives listening and thinking time).
Re point 5 – indicate that this can occur particularly as children can tend to half finish sentences or use ‘slang’ when telling, and adults (teachers) tend to then complete the sentences or correct their language.

24. 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.
Presenters notes
Need to keep detailed notes of your observations and maltreatment concerns.
Record FACTS. That is what you have seen (this includes behavioural observations) and what the student has told you. Stick to the facts and maintain objectivity. Record verbatim the disclosure.
Record your notes as soon as possible including the time and date
Avoid personal opinions or direct blame.
All observations must be reported using the protocol in the policy.
Some teachers may be ambivalent about recording their observations – remind them it is a policy requirement and supports them to meet their duty of care responsibilities. It also helps to identify a pattern if there is one.
They need to then pass these notes onto the Principal for action and appropriate storage. Each staff member needs to pass on the information, even if other staff have passed on similar information – this allows the Principal to gather a picture of what is happening for the student from the perspective of a number of staff.

25. 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.
Presenters Notes
Outline the method of drawing a ‘gingerbread man’ shape and drawing on the diagram the location and size of the injury, including the colour and the story the student gives with it – date and sign, then maintain in a secure confidential location after reporting.
Refer them the the ‘School Reporting Proforma: Child Maltreatment’ form at the back of the Policy document.
Do not medically examine the young person or ask the school nurse to, school staff are not forensic examiners and multiple examinations can compound any trauma the young person is experiencing.

26. 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.
Activity Five: Recording
NOTE: Within the Activity Pack there are a collection of scenario’s that you can use for this activity. Presenters make a choice about which scenario to use and insert into Participant Handout package at the beginning of the day.
Handout scenario to each group to read. Give groups Handout 5 “Recording Scenario” and Handout 6 “School Reporting Proforma” from Child Protection Policy.
Task is:
What are your main concerns?
Is this a child protection issue?
Discuss and write on the “School Reporting Proforma” the details you would record. Refer to Handout 6.
Ask for group feedback.
Processing
Make clear the difference between feelings (he was sad, mad), inferences and judgements (aggressive, defiant) and observable behaviours (hitting, punching, crying, bruising).
Use the following slide if you have time to clarify issues around recording.

27. Reporting Sequence of Responses
Handout 7 “School Response Sequence to a student disclosure”
Handout 8 “Sequence of Response Informing Others”
Presenters notes
Handout 7 “School response sequence to a student disclosure”
Walk through briefly and make reference to last scenario about how sequence should flow.

28. Reporting Reporting 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.
Presenters notes
All strong concerns for children believed maltreated by individuals other than parents/caregivers are to be discussed with the Department for Community Development or the Police before advising parents/caregivers, so as to not interfere with any possible investigatory process or endanger the young person further. The provision of advice to parents/caregivers is to be agreed between agencies.
Outline why this is so:
Violent reactions of parents towards alleged offenders, or young person who is disclosing.
Parents may try to interview/ interrogate their child, spoiling evidence and traumatising their child.
Parent may also be involved and/or non-protective.

29. 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.
Presenters Notes
These Definitions are from the Pathways to Health and Well-being: A focus paper and Resiliency K-12.
The last element of this session is a brief awareness raising activity with participants about promotion and prevention, particularly through the development resiliency in students.
There is no widely accepted definition of resiliency although it is generally accepted as those outlined in the slide.
Resiliency is important, as stronger more assertive children are less likely to become victims of maltreatment or more able to seek help earlier. The promotion of resiliency also has a positive impact across the entire teaching and learning program.
There are strong links between the life knowledge and skills needed for resiliency and the knowledge and skills outlined in the Curriculum Framework.
Resiliency programs are not like those for self-esteem development, which talk about statements like “think happy and you’ll be happy”. Resiliency programs recognise that adverse events do happen, and aims to provide students with the knowledge and skills to cope with these events.

30. Levels of Intervention
Curriculum, teaching
and learning
School
organisation
Universal
Selective
Indicated
Individual Case Work
Partnerships & services
Presenters Notes
Universal interventions – strategies targeted to a whole population (e.g. whole school, all students)
Selective intervention – strategies targeted to groups for whom there are risk factors that could result in problems developing (e.g. transitions, socially disadvantaged groups)
Indicated intervention – strategies targeted to individuals who are showing early signs of risk indicators and developing problems (e.g. social skills weaknesses, vulnerabilities, needing IEP/ action/pastoral care plans, families in crisis)
Individual case work – strategies targeted to address a specific problem issue (e.g. student who has been maltreated)
Optional Activity:
Ask participants in their groups to identify what their school current does across each of the above levels of intervention.
Ask them to consider what other structures, processes, strategies or programs they could implement.
Adapted from Pathways to Health and Wellbeing in Schools 12 , and Dwyer and Osher6.

31. Prevention Programs 13 – 15 years High School 15 – 19 years
Target Group
General information
‘ACE’
13 – 15 years
Early intervention program targeting 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.
Presenters Notes
Inform that there are a variety of prevention programs that schools can consider – these are but a few.
Number of external agencies that schools can also access.
Handout 8 “Secondary School Prevention Programs”.
Reference to Handout 9 “Interagency Support” for schools to access if required.

32. Closure Issues board Health and well-being Evaluation sheet
Presenters Notes
Refer to “Issues board”. Remind participants to write any queries, points of clarification or general feedback on to post-it-notes and place on the issues board. Reiterate the process for follow-up (Principal, School Psych and/ or Student Services Team members) if there is insufficient time to answer them at this time.
Revisit comments from the start of the day where participants were informed that they may feel that they know less or feel less confident as a result of the training. Again acknowledge that this sometimes occurs when participants are not aware of what they do not know at the beginning of a session and as they become exposed to new ideas and concepts participants become consciously aware of what they do not know.
Due to the nature of a 2 hour session, the session was an awareness raising session about Child Protection issues and information session about the changes to the policy so that staff are clear about their responsibilities and the requirement of DET employee’s in relation to child protection issues. The aim of this professional learning program was to increase participants’ confidence in knowing how to recognise, respond, record and report to the principal.
Remind participants of the availability of PRIME and the importance of looking after themselves in terms of their health and well-being when managing child protection issues.
Ask participants to complete an evaluation sheet.
Thankyou for your participation