1. Abuse Prevention and Mandated Reporter Training
Staff On-Line Annual Self Training PowerPoint
7/22/2016

2. This PowerPoint Training Will Cover
The risks our students face
Being a mandated reporter
Recognizing if a child or young person is being abused or neglected?
What to do if you notice something that concerns you
Actions and teaching to help prevent abuse
Additional Resources Available on AskHowe

3. Why are our students at risk?
They may
Live in an environment where compliant behavior is required
Be socialized to accept being touched by anyone, especially someone called “staff”
Have difficulty telling that abuse or neglect is happening because of communication barriers

4. Why are our students at risk, continued
They may not receive sex education and so not understand their bodies or boundaries or what abuse is
Disclosures of abuse are more likely to be ignored or not believed when made by children and young people who have a disability
They can be viewed as easy targets

5. Staff training is one way to reduce the risk of abuse
Your understanding
Will make it less likely that abuse and neglect will occur
When they do occur, your understanding will make it less likely that they will be overlooked and more likely that they’ll be reported

6. Who is a Mandated Reporter ?
ANYONE who suspects abuse or neglect can file a report with the Massachusetts Department of Children and Families (DCF) for children, or The Disabled Persons Protection Commission (DPPC) for young adults, or call the local police department.
People whose jobs regularly bring them in contact with children and who have been specifically designated by the Legislature as mandated reporters are legally obligated to notify the appropriate agency (DCF or DDPC) when they suspect a child or an adult with a disability is being abused or neglected.

7. We are Mandated Reporters
We are given the responsibility, by law, to make a report if we have “reasonable cause to believe” that someone is being abused or neglected
We are relied on to prevent the continued abuse or neglect of a child, young person, or adult with disabilities
There is a reporting process used by Perkins Educational Programs (refer to the program flow charts, see slide 26)

8. Agencies which receive reports of abuse and neglect
Department of Children and Families (DCF)
Disabled Persons Protection Commission (DPPC)
DCF is responsible for protecting children who are under 18
They receive all reports of suspected abuse and neglect for that age group
DPPC protects adults with mental and physical disabilities who are between the ages of 18 and 59
They receive all reports of suspected abuse and neglect for that group

9. What is meant by abuse and neglect?
The commitment of an act, not accidentally, that causes physical or emotional injury, or which constitutes a sexual offense under laws of the Commonwealth; or any sexual contact between a caretaker and a child. This includes sexual exploitation. (Summary; very similar for DCF and DPPC)
The failure to provide minimally adequate food, clothing, shelter, medical care, supervision, emotional stability and growth, or other essential care (Summary; very similar for DCF and DPPC)

10. Additional Definitions
Institutional Abuse or Neglect is abuse or neglect which occurs in any facility for children. (DCF)
Financial Abuse is the illegal or improper use of another person’s funds, property, or assets by a person in a position of trust (DPPC)
Mistreatment is use of medications or treatments, isolation or physical or chemical restraint, which harms or creates a substantial likelihood of harm (DPPC)

11. How would we know if abuse or neglect was happening?
A student may disclose (tells you)
Someone else may tell us of their concern
We may notice something of concern, that is unusual either behaviorally or physically
May occur either inside or outside of school

12. If a Student Discloses To You
Listen to the student
Let the student know you believe them
Let the student know they did the right thing by telling
Let the student know they’ll get help
Disclosure gives “reasonable cause to believe”. Take action, make a report
Refer to your program’s Mandated Reporter Flow Chart
It is the responsibility of the state agency to investigate and to determine if abuse or neglect occurred

13. Handling Disclosures: From Middlesex Children’s Advocacy Center
There are no hard and fast rules that dictate how to respond when a child comes to you and tells you he or she is being abused. Common sense dictates that care must be taken to protect the child and honor the courage it takes to disclose.
On the next slide are a few guidelines that may help:

14. Handling Disclosure Guidelines
Remain calm and show concern but try not to act overly alarmed.
A child may retract information or stop talking if he or she senses a strong reaction.
Allow the child to tell his or her story in their own way. Avoid probing or leading questions.
Let the child know that what happened is not his or her fault.
Listen without passing judgment. Most children know their abusers and often have confused feelings.
Do not investigate yourself – DCF or DPPC and the police are charged with this responsibility.
Do not make promises you cannot keep.
Let the child know that you will be talking to other people who may be able to help keep them safe.
Contact DCF or DPPC and law enforcement for assistance with safety planning and to file a 51A report.
Let the child know you will be available if they want to talk again.

15. How could we notice something that might indicate abuse or neglect?
Be familiar with the student’s typical appearance and behavior
Be observant
Notice changes

16. Some Possible Signs from DCF’s list of Common Behavioral Indicators of Abuse and Neglect
Distrust of others
Sudden loss of appetite
Curse, hit, or scratch caretaker
Fear of the dark, being alone, specific people or places, or going home
Cry easily, frequently
Nightmares or difficulty sleeping
Emotionally withdrawn, detached
Extreme watchfulness
Abuse of alcohol and other substances
Fearful of physical contact/ touch
Aggressive, disruptive, and destructive behavior
Mimicking the abuse

17. Possible Signs of Abuse
Physical abuse
Sexual abuse
Bruising, welts, puncture wounds, internal injuries, or burns that cannot be sufficiently explained
Injuries on children where children don't usually get injured (e.g., the torso, back, neck, buttocks, or thighs)
Difficulty walking or sitting
Pain or itching, bruises or bleeding in the genital area
Torn, stained or bloody underclothing; bloody bedding
Inappropriate sex play or premature understanding of sex
Sexual promiscuity

18. Possible Signs of Abuse or Neglect, continued
Emotional injury
Physical neglect
Inability to play as most children do
Delays in emotional and intellectual growth
Speech disorders
Begging; stealing food; inadequate nutrition or hydration
Lack of supervision; for example young children left unattended or with other children too young to protect or care for them
Constant fatigue
Lack of medical or dental care
Consistently not having adaptive equipment

19. Possible Signs of Financial Abuse
Substantial increase in account activity, particularly when a joint account was recently established or someone new is assisting the individual with their finances
Person with a disability is accompanied by someone who appears to coax, or otherwise pressure, the individual into making transactions
Individual complains that furniture, jewelry, credit cards, or other items are missing

20. If I notice something that concerns me, what do I do?
If you have “reasonable cause to believe”
If it doesn’t rise to the level of “reasonable cause to believe”
Definition: To have knowledge of facts which, although not amounting to direct knowledge, would cause a reasonable person, knowing the same facts, to reasonably conclude the same thing.
Take action. Make a report.
Document what you notice
Talk with others on the student’s team and your supervisor about your concern. Don’t wait until it’s a crisis.
Stay alert and observant
If at any point your concern rises to the level of having “reasonable cause to believe”, report.

21. Why do people not report?
Reluctance to be involved
Fear of not being taken seriously/believed
Unclear understanding of responsibility as a mandated reporter
Reluctance to break “code of silence” among employees
Fear of repercussions

22. How Do I Make a Report?
Make a report based on whatever information you have, whether a student disclosed to you or you saw a physical or behavioral indicator
You don’t have to have all the facts. You don’t have to have proof.
It’s the responsibility of the state agency to investigate and to determine if abuse or neglect occurred

23. Each Program has a Mandated Reporting Flow Chart
It shows a typical reporting process
It starts with the reporter telling their supervisor/shift supervisor, or AEC after 5pm and on weekends
This is typical, but you’re free report to anyone on the chart
The supervisor/shift supervisor consults with the student’s counselor or social worker, then tells the Education Director or Superintendent
The Flow Charts may have small variations specific to the different programs

24. The Flow charts, continued
The Response Team meets without delay
Response Team may include: Program Director, Superintendent, Student’s Counsellor or Social Worker, Supervisor of Residential Living, Nurse, Reporting Staff, Case Manager, Parent Contact, Parent or others
The Response Team decides whether to file a report or not
If they decide to file, they contact DCF or DPPC by phone and file a written report within 48 hours

25. The Flow charts, continued
Whether the Response Team decides to file or not, they let the original reporter know their decision
If the Response Team didn’t file, the reporter decides, based on “reasonable cause to believe” if they will file as an individual
DCF: if the person in charge decides against filing, the individual retains the right to file directly with DCF or DPPC
DPPC: all mandated reporters are responsible for ensuring that incidents which warrant reporting are reported.

26. Benefits of the Process Outlined on the Flow Charts
Outlines clear and accessible steps to use in a stressful situation
You are part of a working team
More people, more perspectives, more information
You can create a more thorough and targeted plan of protection/prevention
More sharing of awareness and ideas
You still have the right/obligation to report to DCF or DPPC if you have reasonable concern

27. An Example of a Mandated Reporting Flow Chart This one refers to Secondary Educational Staff You can find flow charts for each program on AskHowe resources: Mandated Reporting and Related Resources: Program Flow Charts for Reporting Abuse and Neglect

28. Filing a 51A Report to DCF as an Individual: Making the Call
A Mandated Reporter:
Must phone in an oral report immediately by calling the local area office where the child live or the Hotline after-hours or on the weekend;
Must file a written report with DCF within 48 hours;
May also notify local law enforcement authorities or the Office of the Child Advocate

29. What happens When a Report Is Filed With DCF or DPPC?
Screened in by the agency
Screened out by the agency
Investigation
Determine what happened
Substantiated or not
Determine what needs to be done
Feedback to the reporter
No investigation
Feedback to reporter
DPPC refers to appropriate state agency for follow up

30. Here at School:
Whether a report is screened in or out, we continue to:
Work with the family
Provide appropriate related education and supports for the student
Look at what the school can do

31. The Fundamentals of Abuse Prevention:
Teaching and modeling for our students is their best protection
Consent, especially around touch
Boundaries
Respect
If unsure always ask

32. Modeling and Teaching of Appropriate Boundaries:
Bear in mind the students’ need for modesty and a right to privacy. Look for opportunities to teach about these concepts.
When giving routine care, always let the student know before you touch him/her.
In other instances, ask permission from the student before touching and wait for his or her response.
Be aware that touch, especially in genital areas, can be stimulating. Be aware of how you touch and of the student’s reaction.

33. Additional Modeling and Teaching of Appropriate Boundaries:
If you are wondering about how to or whether to express comfort or affection to a student, discuss it with his/her team
Be conscious of boundaries with students. Residential settings may lend themselves to the breakdown of appropriate staff/student boundaries.
If you observe staff-student interactions the concern you because boundaries appear to be breaking down, speak to the staff involved or to your supervisor.
If it is not routinely your job, notify a Coordinator if you are going into a student bedroom or the bathroom with him/her.

34. Additional Modeling and Teaching of Appropriate Boundaries:
If visiting or working with a student in his/her room, pull up a chair. Do not sit on the bed.
If you are working on something with the student that requires modesty, close the door. If not, the door should be open.
Your sexual life is your own. Even when teaching sex education to students, keep in mind that it is inappropriate for staff to share their own sexual information.

35. For more information Department of Children and Families (DCF),
Disabled Persons Protection Commission (DPPC),
Middlesex Children’s Advocacy Center affiliated with Middlesex District Attorney’s Office
On-line 51A Mandated Reporter Training:

36. Addition Resources and Information Available on AskHowe
You can find much more information on AskHowe under Resources on Educational Programs
categories/mandated-reporting-and-related- resources
Additional content available includes information on:
Each Program’s Mandated Reporting Flow Charts
Teaching students
Boundaries and Body Awareness
Empowering Student Safety
Student Risk Factors for Abuse and Neglect
More information from DCF and DPPC

37. We can help stop abuse and neglect.
What we do every day can increase the safety and well- being of our students – we can be observant, we can listen, we can empower, we can take action
Thank you for your attention
Thank you for your good work
If you have questions or concerns refer to your supervisor, administrative staff, social workers or student rights advocate in your program
Now complete the post-test and let your supervisor know when you have completed the training and post- test