©Child Abuse Prevention Programme NABMSE Child Protection Issues and Concerns Patricia Shanahan, National Co-ordinator, CAPP

©Child Abuse Prevention Programme Categories of Abuse Non-contact Contact Sexual Relationship Domestic Violence Emotional Circumstantial Wilful Significant Harm Neglect Non-Accidental Injury Failure to Protect Physical Bullying and Peer Abuse

©Child Abuse Prevention Programme Why children become victims / don’t tell Lack of knowledge about normal behaviour Don’t know they have a right to refuse Don’t know how to respond No sense of being in control Can be easily tricked, bribed or threatened Language / Communication Guilt / Fear Try to tell

©Child Abuse Prevention Programme Remember, child abuse……. … can occur in any type of family … occurs outside families but usually perpetrated by an adult well known to child … perpetrated by adults in trusted positions … most frequently occurring and reported form is neglect Children with special needs are more vulnerable to abuse

©Child Abuse Prevention Programme Children with Special Educational Needs The usual risk factors for child abuse such as dependence, vulnerability and family stress are intensified. 3 / 7 times more likely to become victims of sexual abuse Underreporting is a major concern due to communication issues, fears and negative myths about disabilities. ‘Abuse prevention for adolescents with learning difficulties is made more complex by the need to ensure that these young people are enabled to develop an awareness of their own sexuality’ CAWT programme

©Child Abuse Prevention Programme Once in August Long Ago ‘He has cauliflower ears now from a beating he was given by someone who was never formally identified for us. I photographed the weals (dark smudged blue, and red and yellow) that ran in shocking diagonals across his back. I found them by accident on a Sunday morning when I was undressing him at home to give him a bath. I couldn’t help weeping. …I became consumed with rage, ………I wanted to hold Liam, cuddle him, comfort him, this man-child standing there in the bath mute and uncomprehending.’ Liam Nolan

©Child Abuse Prevention Programme What are the messages? Child has little or no sense of their rights Don’t understand that its wrong No Voice – Can’t/ Don’t express feelings Responsibility to report Fear of Parents / Carers

©Child Abuse Prevention Programme Special Needs Poor communication skills Greater Dependency Limited sense of danger Need for intimate care Need for attention, friendship or affection Poor self-confidence and limited assertiveness Fear of not being believed Limited understanding of sexuality or sexual behaviour

©Child Abuse Prevention Programme The School and Child Protection ‘ Management arrangements within primary and post- primary schools should provide for the following: (i)the planning, development and implementation of an effective child protection programme; (ii)continuous monitoring and evaluation of the effectiveness of such provision; (iii) The effective implementation of agreed reporting procedures; (iv) the planning and implementation of appropriate staff development and training programmes.” Children First, Chapter 6, p 51 9

©Child Abuse Prevention Programme School Policy on Child Protection Prevention Procedures Practice

©Child Abuse Prevention Programme Prevention – Personal Safety Education Children need personal safety skills to help them to respond safely to a dangerous, upsetting or abusive situation before it becomes serious

©Child Abuse Prevention Programme Prevention – Personal Safety Education Effective Education: School and Home Involvement School:- Social, Personal and Health Education / Life Skills Research on teaching Stay Safe to Children with Learning Disability Parent Information / Education Resources in Use - Stay Safe – Mainstream and Special Ed. Programme - CAWT - Protecting Children with Disabilities from Abuse -CAWT – ‘Stay Safe’ and ‘Relationships’ toolkits to assist adults with learning disability - Classwork needs to be supplemented by learning support and resource teachers, e.g. oral language, vocabulary development and communication work

©Child Abuse Prevention Programme Aims of Child Abuse Prevention Prevent child abuse Facilitate early disclosure Promote positive self- esteem Teach adults about signs and symptoms of abuse

©Child Abuse Prevention Programme Children need to learn: to anticipate potentially dangerous situations and make sensible choices to recognise inappropriate behaviour in relation to private body parts and to know how to get help it is never their fault when they are ‘touched inappropriately The importance of telling even when touch involves an adult they know Inappropriate touch should never be kept secret How to tell, particularly in difficult situations

©Child Abuse Prevention Programme Reality is that many children with special needs cannot learn / internalise the self-protective skills Care Role puts staff in special position in relation to the student – greater responsibility Child Protection is everyone’s business Developing good practice – protection of child and staff member

©Child Abuse Prevention Programme BEST PRACTICE in child protection is about schools identifying areas of practice that need to be addressed to ensure that children and staff are protected. IT IS IMPORTANT that school staff be given an opportunity to identify and agree practices to be adopted. All practices should be brought before the BOM for ratification. Where necessary, a written protocol outlining agreed practices (e.g toileting, changing for games/swimming etc.) should be included in the school’s Child Protection Policy document.

©Child Abuse Prevention Programme Best Practice in Child Protection Recruitment and selection of staff Physical contact - use of control and physical restraint. Intimate Care and Toileting Changing for Games / PE and Swimming Supervision of Pupils Visitors/guest speakers One–to-one teaching: Collection of pupils Boundaries between appropriate and inappropriate behaviour in adults Concerns with regard to the behaviour of a staff member Never do for a child anything of a personal nature that the child can do for themselves

©Child Abuse Prevention Programme Best Practice in Child Protection School personnel should never engage in or allow:- Physical punishment of any kind Sexually provocative games or sexually suggestive comments about or to a child The use of inappropriate language or behaviour Allegations made by a child go unreported to the DLP The use of inappropriate media products and activities – CDS, DVDs, computer software, sexually explicit or pornographic material etc

©Child Abuse Prevention Programme The guidelines apply to everyone working with children, whether in a voluntary or paid capacity Procedures - Child Protection Guidelines

©Child Abuse Prevention Programme Legal Framework Child Care Act, 1991 UN Convention on the rights of the Child, 1992 Protection for Persons Reporting Child Abuse Act, 1998 Qualified Privilege Freedom of Information Acts, 1997 & 2003 The Data Protection Acts, 1998 & 2003 Non- Fatal Offences against the Person Act, 1997 The Education Act, 1998 Education (Welfare) Act, 2000

©Child Abuse Prevention Programme Responsibilities Vs Legalities ‘There is a moral obligation on any organisation involved with children to provide them with the highest possible standard of care in order to promote their well-being and safeguard them from harm.’ ‘ Organisations may also be legally responsible for their failure to provide adequate care and safeguards for the children in their care.’ (Children First)

©Child Abuse Prevention Programme Key Issues for Boards of Management Staff are well placed to identify abuse and offer support The school is an agent of referral and not of investigation. Appointment of a Designated Liaison Person (DLP) and a Deputy DLP Confidentiality - ‘Need to Know’ Confidentiality must be maintained and information relating to individual pupils/families shared with staff and BOM on a strictly need to know basis. Record Keeping Maintaining Records – Individual and Official

©Child Abuse Prevention Programme Key Issues for Boards of Management Reporting Concerns / Disclosures All staff, both teaching and support should be are aware of:- - Signs and symptoms of abuse Slide 23 - Know the correct procedure for reporting concerns or allegations Dealing with a decision not to make a report Allegations against Staff - Key Considerations Two procedures to be followed Role of DLP Role of Chairperson Special Board Meeting Investigations Provision of Training / Disseminating Information Support of Staff Slide 25 Support of Staff Slide 25

©Child Abuse Prevention Programme Staff Member Designated Liaison Person HSE i)Advice – child not identified ii) Refer on Parent / Guardian Chairperson Procedures for the Reporting of Child Abuse Reasonable Cause for Concern Direct Disclosure

©Child Abuse Prevention Programme Health Board Response to Referrals A school that has made a referral is entitled to know how the case is progressing or the outcome of the case. Substitute cover is provided by the DES for a teacher requested to attend a Child Protection Conference A recent review of child and family services for the year 2005 found the HSE are not able to respond adequately to hundreds of cases of children at risk of abuse or neglect due to staff shortages and under- resourcing of social work teams Slide 22

©Child Abuse Prevention Programme Key Points Prevention: Full Implementation of the Stay Safe Programme Informing / Involving Parents Procedures: Adoption of the DES Guidelines Designate a DLP and Deputy DLP Address Record Keeping Practices: Staff Identify and Agree Best Practice BOM ratify and sanction Training of Staff and Dissemination of Information

©Child Abuse Prevention Programme Enabling Children to Be Safe and to Stay Safe

©Child Abuse Prevention Programme Child Abuse Prevention Programme Bridge House, Cherry Orchard Hospital, Dublin 10 Tel: National Co-ordinator: Patricia Shanahan