A joint protocol of the Department of Human Services Child Protection, Department of Education and Early Childhood Devel

1. A joint protocol of the Department of Human Services Child Protection, Department of Education and Early Childhood Development, Licensed Children�s Services and Victorian Schools Training Notes Note: This presentation is designed for higher level briefings as well as school training. Some slides are optional for school training sessions and are intended as background material for presenters. For schools the Legislative Context may not be relevant and could be optional. Prior to the Professional Learning (PL) session Regional SWB managers/presenters should contact local DHS Child Protection Manager to ensure their involvement in Regional Briefings, preferably as co-presenters. Before the PL, all staff with laptops should download the booklet & A4 card and bring their laptop to training. Photocopying Handouts of the power point presentations � Designed for 6 slides to a page Photocopy (double sided) the A4 card for all staff. Photocopy Useful statements and responses Activity Sheet for all staff The presentation Time Allocation The PL session no less than 1 hour ideally between 1 � 2 hours depending on how many activities you include. Can be presented over two sessions if this can be negotiated with the school. Time lines for activities are listed in the notes section of the power point. Activities There are sections in the presentation where it is identified that an activity may be appropriate, however the presenter should choose which is appropriate for the setting. The case studies are designed to be delivered with certain information and then some questions, followed by further information added to engage the audience. For additional resources to refer to: Calmer Classrooms http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf Responding to allegations of student sexual assault: procedures for Victorian Government Schools at: http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/Responding_to_Allegations_of_Student_Sexual_Assault_-_Procedures_for_Victorian_Government_Schools2.pdf Training Notes Note: This presentation is designed for higher level briefings as well as school training. Some slides are optional for school training sessions and are intended as background material for presenters. For schools the Legislative Context may not be relevant and could be optional. Prior to the Professional Learning (PL) session Regional SWB managers/presenters should contact local DHS Child Protection Manager to ensure their involvement in Regional Briefings, preferably as co-presenters. Before the PL, all staff with laptops should download the booklet & A4 card and bring their laptop to training. Photocopying Handouts of the power point presentations � Designed for 6 slides to a page Photocopy (double sided) the A4 card for all staff. Photocopy Useful statements and responses Activity Sheet for all staff The presentation Time Allocation The PL session no less than 1 hour ideally between 1 � 2 hours depending on how many activities you include. Can be presented over two sessions if this can be negotiated with the school. Time lines for activities are listed in the notes section of the power point. Activities There are sections in the presentation where it is identified that an activity may be appropriate, however the presenter should choose which is appropriate for the setting. The case studies are designed to be delivered with certain information and then some questions, followed by further information added to engage the audience. For additional resources to refer to: Calmer Classrooms http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf Responding to allegations of student sexual assault: procedures for Victorian Government Schools at: http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/Responding_to_Allegations_of_Student_Sexual_Assault_-_Procedures_for_Victorian_Government_Schools2.pdf

2. Today�s training will include information about�� Child Protection Guiding principles - Legislative and Theoretical Context Roles of Agencies Child Protection & Child FIRST, DEECD, Police and others Reporting Mandated - Non-mandated - Forming a belief Reporting/Referral arrangements Child Protection or Child FIRST School responsibilities Role � Reporting - Confidentiality Information sharing Police - Child Protection & Child FIRST - Support agencies Presenter's notes: Outline of key features of training with focus on changes to reporting and new family services intake arrangements. Presenter's notes: Outline of key features of training with focus on changes to reporting and new family services intake arrangements.

3. Introductory Group Exercise - On Monday morning, Michael appears at school with raised welts across the back of his legs. When questioned, he says that on Saturday he used his father�s work computer without permission. His father became angry and hit him with a belt. Michael says that, by the end of the weekend everything was ok between him and his Dad. What issues does this raise for you? What influences your view? Presenter's notes: Intended to introduce the idea of mandatory reporting responsibilities trigger ideas & discussion about reporting responsibilities. Add new information a step at a time to build on the case study and introduce additional information stage by stage. School type: All schools, general discussion Time: 3 to 6 minutes approximately Group size: 4 to 6 preferably or can be whole group Note that the slide following is based on discussion that should arise from this slide and follows on from it. Presenter's notes: Intended to introduce the idea of mandatory reporting responsibilities trigger ideas & discussion about reporting responsibilities. Add new information a step at a time to build on the case study and introduce additional information stage by stage. School type: All schools, general discussion Time: 3 to 6 minutes approximately Group size: 4 to 6 preferably or can be whole group Note that the slide following is based on discussion that should arise from this slide and follows on from it.

4. Influences on our values�� Our childhood experiences Our parenting experiences Our educational training Our work place culture The culture of our family and wider network Societal values Presenter�s Notes Follows on from discussion triggered by previous slide For: Whole Group Time: 2 to 5 minutes Question: �Why do you think these experiences would influence your response to a disclosure or an allegation?�Presenter�s Notes Follows on from discussion triggered by previous slide For: Whole Group Time: 2 to 5 minutes Question: �Why do you think these experiences would influence your response to a disclosure or an allegation?�

5. The Legislative Context Children Youth and Families Act 2005 (CYFA 2005) Passed in 2005 Came into operation 23 April 2007 Governs the provision of Child Protection, Family Services, Out of Home Care, Youth Justice and a specialist Children�s Court Enables and guides the operation of Child FIRST Presenter�s notes Note: This slide could be optional in a school context. The purposes of the CYFA (2005) are: (a) to provide for community services to support children and families (b) to provide for the protection of children (c) to make provision in relation to children who have been charged with, or who have been found guilty of offences (d) to continue the Children�s Court of Victoria as a specialist court dealing with matters relating to children. Draw attention to: The intention of the CYFA (2005) was to integrate children�s services and broaden both consultation opportunities for those seeking to assist children at risk of harm as well as broadening the range of family support services. Child Protection is an investigative and enforcement agency. They have legislative authority to intervene in families and compel compliance, where the family is unable or unwilling to keep the child safe. Their instructions to families and carers are compulsory and enforceable under law. Child FIRST was introduced to give families an option to voluntarily seek support and engage with a range of appropriate children and family support services. Background of the legislation The Children, Youth and Families Act was passed in the Spring 2005 sittings of Parliament. The new Act updates and combines the Children and Young Persons Act 1989 and part of the Community Services Act 1970 and was intended to create an integrated child protection and child and family support system. The legislation came into effect (promulgated) in April 2007. The reason for the time difference between enactment and promulgation was so that the infrastructure to provide additional and updated services could be established. For example: Child FIRST is a new creation of the CYFA (2005). Time was required to put in place the frame works for services, develop a service delivery model, establish performance standards and qualifications required and to indentify and engage suitably qualified and staffed agencies to provide the service. Presenter�s notes Note: This slide could be optional in a school context. The purposes of the CYFA (2005) are: (a) to provide for community services to support children and families (b) to provide for the protection of children (c) to make provision in relation to children who have been charged with, or who have been found guilty of offences (d) to continue the Children�s Court of Victoria as a specialist court dealing with matters relating to children. Draw attention to: The intention of the CYFA (2005) was to integrate children�s services and broaden both consultation opportunities for those seeking to assist children at risk of harm as well as broadening the range of family support services. Child Protection is an investigative and enforcement agency. They have legislative authority to intervene in families and compel compliance, where the family is unable or unwilling to keep the child safe. Their instructions to families and carers are compulsory and enforceable under law. Child FIRST was introduced to give families an option to voluntarily seek support and engage with a range of appropriate children and family support services. Background of the legislation The Children, Youth and Families Act was passed in the Spring 2005 sittings of Parliament. The new Act updates and combines the Children and Young Persons Act 1989 and part of the Community Services Act 1970 and was intended to create an integrated child protection and child and family support system. The legislation came into effect (promulgated) in April 2007. The reason for the time difference between enactment and promulgation was so that the infrastructure to provide additional and updated services could be established. For example: Child FIRST is a new creation of the CYFA (2005). Time was required to put in place the frame works for services, develop a service delivery model, establish performance standards and qualifications required and to indentify and engage suitably qualified and staffed agencies to provide the service.

6. Focus of Legislation and Reforms Promotion of Children's Best Interests safety, stability and development The �Best Interests� of the child are paramount � these principles guide all decision making Earlier intervention � support for vulnerable families via referral to Child FIRST Reducing abuse and neglect � increased emphasis on preventing cumulative harm (S 162 CYFA (2005)) Improved quality of care for children and young people in out of home care and leaving care Presenter�s Key messages Note: This slide could be optional in a school context. Best Interest Principles � to guide decision making and action in relation to children. Applies to Child Protection, Family Services, Out of Home Care and Courts. Focus on development, rights and stability as well as safety. Strong focus on earlier intervention with vulnerable families and children. Definition of child in need of protection now includes reference to harm that occurs as a result of a single act or omission and that accumulates through a series of acts or omissions or circumstances. Background The family plays a vital role for both children and adults alike. The last 20 years has provided a period of rapid social and cultural change, including changing notions of parenthood, marriage and the family. Increasingly there is a push to listen to the voice of the child and that the child�s rights should be privileged. This requires an appreciation of the experience of the child from their perspective. The Best Interests principles align with, and give legislative support to, the Convention on the rights of the child (1989) by placing Victorian children�s best interests as the paramount consideration in all decision making and service delivery.Presenter�s Key messages Note: This slide could be optional in a school context. Best Interest Principles � to guide decision making and action in relation to children. Applies to Child Protection, Family Services, Out of Home Care and Courts. Focus on development, rights and stability as well as safety. Strong focus on earlier intervention with vulnerable families and children. Definition of child in need of protection now includes reference to harm that occurs as a result of a single act or omission and that accumulates through a series of acts or omissions or circumstances. Background The family plays a vital role for both children and adults alike. The last 20 years has provided a period of rapid social and cultural change, including changing notions of parenthood, marriage and the family. Increasingly there is a push to listen to the voice of the child and that the child�s rights should be privileged. This requires an appreciation of the experience of the child from their perspective. The Best Interests principles align with, and give legislative support to, the Convention on the rights of the child (1989) by placing Victorian children�s best interests as the paramount consideration in all decision making and service delivery.

7. Under the Act, a child is defined as under the age of 17 years If a Child Protection Order is in place, the definition of a child includes those under the age of 18 years Reports can also be received about unborn children. Definition of a Child:-CYFA 2005 Presenter�s notes Draw attention to: When a young person turns 17 (on their Birthday), Child Protection is no longer involved. If the young person has turned 17 Police should be contacted. Unless: The young person is on a Child Protection Order. (Granted by the Children�s Court) Child Protection Orders lapse on the young person's 18th Birthday. The provision for reports about unborn children was quite controversial when introduced and there were concerns that this provision could be misused, however, DHS have advised that this has not been the experience to date. More information available at: http://www.cyf.vic.gov.au/every-child-every-chance/library/publications. Presenter�s notes Draw attention to: When a young person turns 17 (on their Birthday), Child Protection is no longer involved. If the young person has turned 17 Police should be contacted. Unless: The young person is on a Child Protection Order. (Granted by the Children�s Court) Child Protection Orders lapse on the young person's 18th Birthday. The provision for reports about unborn children was quite controversial when introduced and there were concerns that this provision could be misused, however, DHS have advised that this has not been the experience to date. More information available at: http://www.cyf.vic.gov.au/every-child-every-chance/library/publications.

8. Legal Definition:- A Child in Need of Protection Section 162 of the CYFA 2005: Parents have abandoned a child and cannot be found. Parents are dead or incapacitated and there is no one else to look after that child. Child has suffered or is likely to suffer significant harm as a result of physical injury, sexual abuse or emotional or psychological harm and parents have not or are unlikely to protect the child from such harm. Child�s physical development or health has been harmed and parents have not or are unlikely to provide for or allow the provision of appropriate care. Presenter�s notes: Key words are in red � emphasise these Draw attention to: the concept of cumulative harm What is cumulative harm? Cumulative harm refers to the effects of multiple adverse circumstances and events in a child�s life. The unremitting daily impact of these experiences on the child can be profound and exponential, and diminish a child�s sense of safety, stability and wellbeing. If prolonged (e.g. if a child experienced multiple adverse circumstances or events) stress can disrupt the brain�s architecture and stress management systems. Cumulative harm may be caused by an accumulation of a single recurring adverse circumstance or event (e.g., unrelenting low level care), or by multiple different circumstances and events (e.g., persistent verbal abuse and denigration, inconsistent or harsh discipline and/or exposure to family violence). Example of Cumulative harm: If a child is told every day of their life, they are stupid, unwanted have ruined somebody�s life and should have been aborted. From Specialist Practice Guide � Cumulative harm, available from DHS website at: http://www.dhs.vic.gov.au/office-for.../cumulative_harm_spg.pdf Useful resource for further information related to trauma: Calmer Classrooms: http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf Development and Trauma Guides: http://www.cyf.vic.gov.au/every-child-every-chance/library/publications/child-development-trauma-guidePresenter�s notes: Key words are in red � emphasise these Draw attention to: the concept of cumulative harm What is cumulative harm? Cumulative harm refers to the effects of multiple adverse circumstances and events in a child�s life. The unremitting daily impact of these experiences on the child can be profound and exponential, and diminish a child�s sense of safety, stability and wellbeing. If prolonged (e.g. if a child experienced multiple adverse circumstances or events) stress can disrupt the brain�s architecture and stress management systems. Cumulative harm may be caused by an accumulation of a single recurring adverse circumstance or event (e.g., unrelenting low level care), or by multiple different circumstances and events (e.g., persistent verbal abuse and denigration, inconsistent or harsh discipline and/or exposure to family violence). Example of Cumulative harm: If a child is told every day of their life, they are stupid, unwanted have ruined somebody�s life and should have been aborted. From Specialist Practice Guide � Cumulative harm, available from DHS website at: http://www.dhs.vic.gov.au/office-for.../cumulative_harm_spg.pdf Useful resource for further information related to trauma: Calmer Classrooms: http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf Development and Trauma Guides: http://www.cyf.vic.gov.au/every-child-every-chance/library/publications/child-development-trauma-guide

9. Best Interests Case Practice Model An approach to working with children and families based on sound professional judgement, reflective practice and respectful partnerships with families and services It aims to reflect the practice directions arising from the Children, Youth and Families Act 2005 (CYFA) and the Child Wellbeing and Safety Act 2005 by promoting the best interests of the child The development of a relationship based approach to working with families and service partners with a stronger emphasis on casework The use of tools to better measure the effectiveness of our intervention with families Presenter notes: This slide could be optional in a school setting More information about the �best interest principles� and a conceptual overview is available on the DHS Children Youth and Families website at: http://www.cyf.vic.gov.au/every-child-every-chance/library/publications . There is substantial useful information and downloadable documentation available on the website and it is recommended viewing.Presenter notes: This slide could be optional in a school setting More information about the �best interest principles� and a conceptual overview is available on the DHS Children Youth and Families website at: http://www.cyf.vic.gov.au/every-child-every-chance/library/publications . There is substantial useful information and downloadable documentation available on the website and it is recommended viewing.

10. Role of Child Protection Child Protection has the responsibility to: receive reports from people who believe on reasonable grounds that a child is in need of protection provide consultation and advice to people making reports investigate matters where it is believed that a child is at risk of significant harm refer children and families to services that assist in providing the ongoing safety and wellbeing of children take matters to the Children�s Court if the child�s safety cannot be guaranteed supervise children on orders granted by the Children�s Court. The Protocol Section 3.1 Role of Child Protection. Presenter�s notes Draw attention to: �provide consultation and advice to people making reports� This provision reflects that Child Protection and Child FIRST have a legislated role to provide advice and consultation to people seeking information around making a mandatory report or the need for a referral to family support services. This provision reinstates the consultative role for DHS that had been dropped in the Children and Young Person�s Act (1989) that preceded the CYFA (2005) The Protocol Section 3.1 Role of Child Protection. Presenter�s notes Draw attention to: �provide consultation and advice to people making reports� This provision reflects that Child Protection and Child FIRST have a legislated role to provide advice and consultation to people seeking information around making a mandatory report or the need for a referral to family support services. This provision reinstates the consultative role for DHS that had been dropped in the Children and Young Person�s Act (1989) that preceded the CYFA (2005)

11. Statistics-Victorian child protection activities Presenter�s notes Draw attention to: This slide relates to the total number of reports made to Child Protection over the period shown. This does not mean reports per child. One child or family could have multiple reports. Latest 2008/9 Figures 42,851 Reports received by DHS Child Protection 11,217 Were investigated by Child Protection 6,344 Were substantiated by Child Protection Source: Australian Institute of Health and Welfare 2010. Child Protection Australia 2008 � 09. Child welfare series No. 47. Cant. No. CWS 35. Canberra: AIHW. SCRGSP (Steering Committee for the Review of Government Service Provision) 2009, Report on Government Services 2009Presenter�s notes Draw attention to: This slide relates to the total number of reports made to Child Protection over the period shown. This does not mean reports per child. One child or family could have multiple reports. Latest 2008/9 Figures 42,851 Reports received by DHS Child Protection 11,217 Were investigated by Child Protection 6,344 Were substantiated by Child Protection Source: Australian Institute of Health and Welfare 2010. Child Protection Australia 2008 � 09. Child welfare series No. 47. Cant. No. CWS 35. Canberra: AIHW. SCRGSP (Steering Committee for the Review of Government Service Provision) 2009, Report on Government Services 2009

12. Statistics � Victorian Child Protection Presenter�s notes This slide could be optional in a school setting Draw attention to: The difference in figures between this slide and the previous slide is that this slide relates to the number of children and young people who are clients of Child Protection. The previous slide contains the statistical information related to the number of reports made to Child protection. Some children and young people were the subject of multiple reports � leading to higher numbers of reports to Child protection compared to the statistics of children and young people who are clients of Child Protection. Source: Australian Institute of Health and Welfare 2010. Child Protection Australia 2008 � 09. Child welfare series no. 47. Cant. No. CWS 35. Canberra: AIHW. SCRGSP (Steering Committee for the Review of Government Service Provision) 2009, Report on Government Services 2009 Presenter�s notes This slide could be optional in a school setting Draw attention to: The difference in figures between this slide and the previous slide is that this slide relates to the number of children and young people who are clients of Child Protection. The previous slide contains the statistical information related to the number of reports made to Child protection. Some children and young people were the subject of multiple reports � leading to higher numbers of reports to Child protection compared to the statistics of children and young people who are clients of Child Protection. Source: Australian Institute of Health and Welfare 2010. Child Protection Australia 2008 � 09. Child welfare series no. 47. Cant. No. CWS 35. Canberra: AIHW. SCRGSP (Steering Committee for the Review of Government Service Provision) 2009, Report on Government Services 2009

13. Protecting Children Is Everyone�s Business Society as a whole shares a responsibility for protecting the safety and well-being of children. Any member of the community can make a report to Child Protection or a referral to Child FIRST if they have significant concern for the well-being of a child. In addition, some members of the community (including teachers) are mandated to report to Child Protection Presenter�s notes This slide relates to the fact that every person has a duty to protect children regardless if they are mandated or not. Note that: Non-attendance at school is not a DHS matter rather it is a matter for DEECD Non-attendance however can be an indicator that may lead to a mandatory report Non-attendance could also be an indicator of emotional abuse.Presenter�s notes This slide relates to the fact that every person has a duty to protect children regardless if they are mandated or not. Note that: Non-attendance at school is not a DHS matter rather it is a matter for DEECD Non-attendance however can be an indicator that may lead to a mandatory report Non-attendance could also be an indicator of emotional abuse.

14. Mandatory Reporting No change from previous legislation: Doctors, Nurses, Teachers and Police must continue to report to Child Protection when they form a belief based on reasonable grounds that a child has suffered or is likely to suffer significant harm resulting from physical injury or sexual abuse and parents have not or are unlikely to protect child from harm of this type Education staff also must report where they have significant concerns for emotional abuse or neglect Reports made in the course of carrying out your profession and made in good faith are confidential and do not constitute a breach of professional ethics or a contravention of relevant privacy laws nor can they be the subject of legal or civil action Presenter notes Draw attention to: Any person registered to teach by the Victorian Institute of Teaching is mandated to report which could include chaplains, visiting teachers & others who are VIT registered to teach. (Refer to the Protocol Section 4: Information for staff�) Draw attention to: Non-attendance at school is not a DHS matter rather it is a matter for DEECD Non-attendance however can be an indicator that may lead to a mandatory report Non-attendance could also be an indicator of emotional abuse. Draw attention to: Mandatory reporting covers physical and sexual abuse (CYFA Section 162c). Alternately a Protective Report can be made if you are concerned about a child because you have: received a disclosure from a child about abuse or neglect observed indicators of abuse or neglect been made aware of possible harm by involvement in the community in your professional role. Teaching staff are legally obligated to follow and implement DEECD policies. The policy of DEECD is for teachers to report incidents of emotional abuse and neglect. ( Protective Report) General advice is if there is any doubt - report � no one has been prosecuted for making a report. Presenter notes Draw attention to: Any person registered to teach by the Victorian Institute of Teaching is mandated to report which could include chaplains, visiting teachers & others who are VIT registered to teach. (Refer to the Protocol Section 4: Information for staff�) Draw attention to: Non-attendance at school is not a DHS matter rather it is a matter for DEECD Non-attendance however can be an indicator that may lead to a mandatory report Non-attendance could also be an indicator of emotional abuse. Draw attention to: Mandatory reporting covers physical and sexual abuse (CYFA Section 162c). Alternately a Protective Report can be made if you are concerned about a child because you have: received a disclosure from a child about abuse or neglect observed indicators of abuse or neglect been made aware of possible harm by involvement in the community in your professional role. Teaching staff are legally obligated to follow and implement DEECD policies. The policy of DEECD is for teachers to report incidents of emotional abuse and neglect. ( Protective Report) General advice is if there is any doubt - report � no one has been prosecuted for making a report.

15. Why are professionals mandated to report It is likely that a significant number of school students will suffer harm from abuse or neglect during their time within the education system Physical and sexual abuse can cause long lasting effects Harm is minimized when intervention takes place as early as possible Physical and sexual abuse of children are criminal offences Teachers and other school professionals are ideally placed to recognise abnormal or changed behavior and are likely to be first to identify signs of abuse. Presenter�s notes Draw attention to: In relation to mandatory reporting requirements, the CYFA legislation states that a report from those professions mandated, is required 'in the course of practising his or her profession or carrying out the office, position or employment'.� Department legal advice is that the use of the phrase "in the course of practising his or her profession" means that a teacher's duties in this regard extend beyond their actual hours of duty, and that if teacher learned of an instance of abuse outside their official hours of duty, that teacher is obligated to make a notification. Useful resources for school staff are the Child Development and Trauma Guides developed and published by DHS. They provided valuable advice around indentifying appropriate and inappropriate behaviours as well as clear information about indicators for trauma. http://www.cyf.vic.gov.au/every-child-every-chance/library/publications/child-development-trauma-guidePresenter�s notes Draw attention to: In relation to mandatory reporting requirements, the CYFA legislation states that a report from those professions mandated, is required 'in the course of practising his or her profession or carrying out the office, position or employment'.� Department legal advice is that the use of the phrase "in the course of practising his or her profession" means that a teacher's duties in this regard extend beyond their actual hours of duty, and that if teacher learned of an instance of abuse outside their official hours of duty, that teacher is obligated to make a notification. Useful resources for school staff are the Child Development and Trauma Guides developed and published by DHS. They provided valuable advice around indentifying appropriate and inappropriate behaviours as well as clear information about indicators for trauma. http://www.cyf.vic.gov.au/every-child-every-chance/library/publications/child-development-trauma-guide

16. Non-mandated school staff Section 183 of the CYFA 2005 states that any person who believes on reasonable grounds that a child is in need of protection may report their concerns to Child Protection. This means that any person should make a report to Child Protection when they believe that a child or young person is at risk of harm and in need of protection, and the child�s parents are unable or unwilling to protect the child. If non-mandated staff have concerns that a student may be at risk of harm they should inform the principal immediately Presenter�s Note: Refer to the Protocol Section 4.2: Protecting the safety of children and young people Draw attention to: Remind people � when in doubt consult It is suggested that a group activity & discussion may be appropriate after this slide. See the scenarios at the end of this PowerPoint. Choose a relevant school setting. Presenter�s Note: Refer to the Protocol Section 4.2: Protecting the safety of children and young people Draw attention to: Remind people � when in doubt consult It is suggested that a group activity & discussion may be appropriate after this slide. See the scenarios at the end of this PowerPoint. Choose a relevant school setting.

17. Are you mandated or non-mandated Presenter�s notes Under the CYFA (2005) Draw attention to: that fact that school nurses are required to report to both school principals and Child Protection. Draw attention to: the change for requirements to report for Psychologists, due to the formation of the National Registration Board, which comes into force on 1st July 2010 Presenter�s notes Under the CYFA (2005) Draw attention to: that fact that school nurses are required to report to both school principals and Child Protection. Draw attention to: the change for requirements to report for Psychologists, due to the formation of the National Registration Board, which comes into force on 1st July 2010

18. Duty of care School staff have a duty of care to protect and preserve the safety, health and wellbeing of children and young people in their care and staff must always act in the best interests of those children and young people. If a staff member has any concerns regarding the health, safety or wellbeing of a child or young person it is important to take immediate action. The roles and responsibilities of school staff in supporting children and young people who are involved with Child Protection may include: acting as a support person for students attending Child Protection case plan meetings observing and monitoring students� behaviour liaising with professionals. Presenter�s notes Draw attention to: : Staff must act �in loco parentis� (in place of a parent) when students are being interviewed by police or Department of Human Services Child Protection without parental presence or without parental knowledge. In these circumstances staff should take notes, listen carefully and provide support to the student. Staff should not volunteer their own knowledge or opinions. Refer to the Protocol Section 6: Protecting the safety of children and young people Schools can refer to the Protocol Section 6.1. The role of school staff Also refer to the Victorian School�s Reference Guide Section 4.6.1.2 Duty of care and Section 6.16.1 Specific duty of care For interviews at school refer to the Protocol Sections 6.3 Interviews at Victorian schools and 6.4 Support persons See also The Victorian Schools� Reference Guide Section 4.6.2.7 Providing information to Police and Child Protection. Presenter�s notes Draw attention to: : Staff must act �in loco parentis� (in place of a parent) when students are being interviewed by police or Department of Human Services Child Protection without parental presence or without parental knowledge. In these circumstances staff should take notes, listen carefully and provide support to the student. Staff should not volunteer their own knowledge or opinions. Refer to the Protocol Section 6: Protecting the safety of children and young people Schools can refer to the Protocol Section 6.1. The role of school staff Also refer to the Victorian School�s Reference Guide Section 4.6.1.2 Duty of care and Section 6.16.1 Specific duty of care For interviews at school refer to the Protocol Sections 6.3 Interviews at Victorian schools and 6.4 Support persons See also The Victorian Schools� Reference Guide Section 4.6.2.7 Providing information to Police and Child Protection.

19. Mandatory reporting considerations -Part 1: Forming a belief The CYFA (2005) states: That teachers must report to Child Protection when they ��form a belief on reasonable grounds�� that a child has suffered, or is likely to suffer, significant harm as a result of physical injury or as a result of sexual abuse A belief is considered to be more than a suspicion. A person may be considered to have formed a belief if they are more likely to accept rather than reject the suspicion that a child is at risk of harm from physical or sexual abuse Proof is not required that abuse has occurred or is likely to occur. A belief is sufficient. It is the role of the Child Protection to determine whether that belief should be investigated If one staff member has a different view from another staff member about making a report and the staff member continues to hold the belief that a child is in need of protection, that person is still obliged to make a report to Child Protection. Presenter�s notes Refer to the Protocol Section 4.3. Forming a belief on reasonable grounds Draw attention to: Reasonable grounds In other words � you are more inclined to accept rather than reject the idea that a child has or is likely to suffer significant harm. Draw attention to: It is not the responsibility of teachers or other Department of Education and Early Childhood Development personnel to determine whether child abuse and neglect has occurred. That responsibility rests with the Department of Human Services, Child Protection as the agency authorised to investigate, or with Victoria Police Sexual Offences and Child Abuse Investigation Team (SOCIT) where appropriate. Teachers and principals should never attempt to seek detailed information from a child about the specifics of suspected abuse nor should they attempt to investigate what may have occurred. School staff can enquire sufficiently to form a belief on reasonable grounds, but should not take statement nor interview witnesses. Also refer to the Protocol Section 4.4 Reporting a belief Draw attention to: Differing Views If one staff member has a different view from another staff member about making a report and the staff member continues to hold the belief that a child is in need of protection, that person is still obliged to make a report to Child Protection. The Protocol Section 4.1., Mandatory reporting, sets out the process for one staff member to make report when two or more mandated staff members have formed a belief. Presenter�s notes Refer to the Protocol Section 4.3. Forming a belief on reasonable grounds Draw attention to: Reasonable grounds In other words � you are more inclined to accept rather than reject the idea that a child has or is likely to suffer significant harm. Draw attention to: It is not the responsibility of teachers or other Department of Education and Early Childhood Development personnel to determine whether child abuse and neglect has occurred. That responsibility rests with the Department of Human Services, Child Protection as the agency authorised to investigate, or with Victoria Police Sexual Offences and Child Abuse Investigation Team (SOCIT) where appropriate. Teachers and principals should never attempt to seek detailed information from a child about the specifics of suspected abuse nor should they attempt to investigate what may have occurred. School staff can enquire sufficiently to form a belief on reasonable grounds, but should not take statement nor interview witnesses. Also refer to the Protocol Section 4.4 Reporting a belief Draw attention to: Differing Views If one staff member has a different view from another staff member about making a report and the staff member continues to hold the belief that a child is in need of protection, that person is still obliged to make a report to Child Protection. The Protocol Section 4.1., Mandatory reporting, sets out the process for one staff member to make report when two or more mandated staff members have formed a belief.

20. Mandatory reporting considerations - Part 2: Reasonable grounds Reasonable grounds is the mechanism used for forming the belief. Examples are: a child tells a teacher they have been abused someone else tells a teacher (a relative, friend, neighbour or sibling) that a child has been abused or is at risk of abuse a child tells a teacher that they know someone who has been abused (often a child is referring to themselves) a teacher�s own observation of a particular child�s behaviour/injuries or their knowledge of children generally leads them to suspect that abuse is occurring other grounds that have led to the forming of a belief that a child is being abused. Presenter�s notes Draw attention to: It is important that in the course of forming a belief that teachers do not use leading questions to suggest that abuse took place. Instead, if information is required to clarify the process of forming a belief, open-ended or general questions should be used, for example, �Can you tell me what made you feel scared� Presenter�s notes Draw attention to: It is important that in the course of forming a belief that teachers do not use leading questions to suggest that abuse took place. Instead, if information is required to clarify the process of forming a belief, open-ended or general questions should be used, for example, �Can you tell me what made you feel scared�

21. Suggestions for responding to a child/young person who discloses Suggestions include: Listen to the child Control expressions of panic or shock Express your belief that the child is telling the truth. Use the child�s language or vocabulary. Tell the child that this has happened to other children, and that they are not the only one. Reassure the child that to disclose is the right thing to do. Emphasis that whatever happened was not the child�s fault, and that the child is not bad. Tell the child that you know some adults do wrong things. Tell the child you will do your best to support and protect them. Indicate what you will do, - report to the Child Protection to help stop the abuse Tell the child that you are required to tell Child Protection. Presenter�s Note: Discuss as lead in to group exercise following Presenter�s Note: Discuss as lead in to group exercise following

22. Group exercise � All schools You have been provided with a sheet entitled Helpful or Unhelpful Statements. Consider the statements and questions as a response to a disclosure of sexual assault: Assess whether each statement is helpful, somewhat helpful or not at all helpful Presenter's notes: All schools Time 5 to 10 minutes approximately Group size: Smaller groups discuss for 5 minutes and tick their sheets Run the activity Helpful or Unhelpful Statements. Photocopy and hand out copies of the Practical Exercise - helpful or unhelpful � WorkSheet to participants Each participant be given three minutes to complete their answer sheet Participants then discuss their answers with the person next to them � allow 3 minutes Lead the whole group work through the list of questions and statements with participants in an all group forum. Answers are on the following slides Presenter's notes: All schools Time 5 to 10 minutes approximately Group size: Smaller groups discuss for 5 minutes and tick their sheets Run the activity Helpful or Unhelpful Statements. Photocopy and hand out copies of the Practical Exercise - helpful or unhelpful � WorkSheet to participants Each participant be given three minutes to complete their answer sheet Participants then discuss their answers with the person next to them � allow 3 minutes Lead the whole group work through the list of questions and statements with participants in an all group forum. Answers are on the following slides

23. Group exercise � Answer Sheet 1Helpful or unhelpful questions Presenter�s notes Ask the audience which are unhelpful and discuss why Same for helpful. Focus on the somewhat helpful to illustrate that response should be made with consideration to the audience and in relation to what has occurred. Point out that: some answers may not suit all circumstances and that the response needs to reflect the person and the circumstances.Presenter�s notes Ask the audience which are unhelpful and discuss why Same for helpful. Focus on the somewhat helpful to illustrate that response should be made with consideration to the audience and in relation to what has occurred. Point out that: some answers may not suit all circumstances and that the response needs to reflect the person and the circumstances.

24. Group exercise � Answer Sheet 2Helpful or unhelpful questions

25. Consultation- A good idea! Schools must take immediate action in relation to concerns about possible abuse and neglect including student sexual assault. This means that the school needs clear and accessible policies & procedures about responding to concerns for the safety and/or wellbeing of a student Staff must be able to seek appropriate advice and know who can provide it. Consult with and seek advice from: the school principal, or a member of the school leadership team regional support staff. the Emergency and Security Management Unit - P: 9589 6266 the Student Critical Incident Advisory Unit, Student Wellbeing Division P: 9637 2934 or 9637 2487 the local Victoria Police Sexual Offences and Child Investigation Team (SOCIT) Department of Human Services, Child Protection Presenter's notes: Ask staff: � who would you consult with? Consultation is a great idea! Tell staff that consulting is a great idea! Consulting means that they as staff members: No longer have to worry Have sought appropriate advice and support Have discharged your duty of care Have acted in accordance with the �best interest principles� Draw attention to: the requirements for training and policies and procedures around mandatory reporting are now included in the School Compliance Checklist Presenter's notes: Ask staff: � who would you consult with? Consultation is a great idea! Tell staff that consulting is a great idea! Consulting means that they as staff members: No longer have to worry Have sought appropriate advice and support Have discharged your duty of care Have acted in accordance with the �best interest principles� Draw attention to: the requirements for training and policies and procedures around mandatory reporting are now included in the School Compliance Checklist

26. Definitions of Abuse and Neglect Physical Abuse � any non accidental injury to a child by a parent or caregiver. May take the form of bruises, cuts, welts, burns or fractures, internal injuries, shaking injuries in young infants. Sexual Abuse �when an adult or someone older/bigger than the child uses power or authority over the child to involve the child in sexual activity with or without physical force. Examples:- fondling of the genitals; masturbation; oral, vaginal or digital penetration by a finger, penis or other object; exposure to pornography, internet grooming behaviours. Emotional Abuse � when a child is repeatedly rejected or frightened by threats; name calling; exposure to significant or sustained family violence; being put down or continual coldness. Presenter�s notes Draw attention to: School staff are encouraged to consult and seek advice from: � their local Child Protection or Child FIRST. � Victoria Police Sexual Offences and Child Abuse Investigation Teams (SOCIT). � regional wellbeing staff, or specialist services within DEECD such as the Student Critical Incident Advisory Unit. Presenter�s notes Draw attention to: School staff are encouraged to consult and seek advice from: � their local Child Protection or Child FIRST. � Victoria Police Sexual Offences and Child Abuse Investigation Teams (SOCIT). � regional wellbeing staff, or specialist services within DEECD such as the Student Critical Incident Advisory Unit.

27. Definitions of Abuse and Neglect � Continued Neglect � the failure to provide the child with the basic necessities of life, such as adequate food, clothing, shelter, health care and supervision. Family violence: Violence (either actual or threatened) that occurs within a family, includes physical, verbal, emotional, psychological, sexual, financial and social abuse. Family violence is a criminal offence and can be liable to prosecution. Other matters that should be reported to Child Protection: Risk-taking behaviour Female genital mutilation Child/young person exhibiting sexually abusive behaviours Presenter�s notes Refer to the Protocol Appendix 2: Protecting the safety of children and young people Presenter�s notes Refer to the Protocol Appendix 2: Protecting the safety of children and young people

28. When to report to Child Protection A school staff member forms a view that the child or young person is in need of protection because: The harm or risk of harm seriously impacts on the child�s immediate safety, stability or development The harm or risk of harm is persistent and entrenched and is likely to have a serious impact on the child�s safety, stability or development. The child�s parents cannot or will not protect the child/young person from harm. The definition of child in need of protection includes: �harm accumulated through a series of continuing acts, omissions or circumstances� NB: A Mandatory Report should be made as soon as possible. Presenter's notes: CYFA 2005 Section 162. Refer to the Protocol Section 4.8: Protecting the safety of children and young people Refer to the Mandatory Reporting Guide Table on the following slide Presenter's notes: CYFA 2005 Section 162. Refer to the Protocol Section 4.8: Protecting the safety of children and young people Refer to the Mandatory Reporting Guide Table on the following slide

29. Presenter's Notes Photocopy (double sided) and hand out copies of the A4 card to participants. Work through the sections Note that the back of the card provides contact details Draw attention to: the dot point at the bottom of Step 4 �non-mandated staff members� In the Protective Concerns section draw attention to the third dot point related to �possible harm via your involvement in the community external to your professional role� Remind Participants; Every one has an obligation to report. Point out that contact details are included on the back of the flowchart. Presenter�s Note: It is suggested that an activity may be appropriate after this slide. See the scenarios at the end of this PowerPoint. Choose a relevant school setting. Presenter's Notes Photocopy (double sided) and hand out copies of the A4 card to participants. Work through the sections Note that the back of the card provides contact details Draw attention to: the dot point at the bottom of Step 4 �non-mandated staff members� In the Protective Concerns section draw attention to the third dot point related to �possible harm via your involvement in the community external to your professional role� Remind Participants; Every one has an obligation to report. Point out that contact details are included on the back of the flowchart. Presenter�s Note: It is suggested that an activity may be appropriate after this slide. See the scenarios at the end of this PowerPoint. Choose a relevant school setting.

30. Presenter�s notes List of contact details for agencies and organisation that can provide support to schoolsPresenter�s notes List of contact details for agencies and organisation that can provide support to schools

31. Making a Report to Child Protection � Information to provide�. Presenter�s notes Draw attention to: This is the information you should provide to DHS when making a mandatory report or to Child FIRST when making a referral. Refer to the Protocol Section 7.5 Information that can be shared under CYFA (2005) authorisation Tip: Have details from CASES available when you make the telephone call. Presenter�s notes Draw attention to: This is the information you should provide to DHS when making a mandatory report or to Child FIRST when making a referral. Refer to the Protocol Section 7.5 Information that can be shared under CYFA (2005) authorisation Tip: Have details from CASES available when you make the telephone call.

32. Making a Report to Child Protection � What Happens Next Intake � classification of Wellbeing or Protective report; information gathering, risk assessment, advice and referral; referral to Child FIRST Investigation - determination of substantiation of reported harm Protective Intervention - without court action Application to Children�s Court � for orders for protection, supervision, treatment�. Protective Orders � ensure appropriate supervision for a child at risk of harm Presenter�s notes Refer to the Protocol Section 4.8 Making a report to Child Protection Also refer to the Protocol Appendix 1: Core functions of Child Protection, as well as Appendix 3: Different types of Children�s Court Orders and the process for a Protection Application to occur. The CYFA (2005) allows for two types of reports to be made in relation to significant concerns for the safety or wellbeing of a child � a report to Child Protection or a referral to Child First. Upon receipt of a report, Child Protection may seek further information, usually from professionals who may also be involved with the child or family, to determine whether further action is required. In most circumstances, Child Protection will inform the reporter of the outcome of the report. When the report is classified by Child Protection as a Wellbeing Report, Child Protection will, in turn, make a referral to Child FIRST.Presenter�s notes Refer to the Protocol Section 4.8 Making a report to Child Protection Also refer to the Protocol Appendix 1: Core functions of Child Protection, as well as Appendix 3: Different types of Children�s Court Orders and the process for a Protection Application to occur. The CYFA (2005) allows for two types of reports to be made in relation to significant concerns for the safety or wellbeing of a child � a report to Child Protection or a referral to Child First. Upon receipt of a report, Child Protection may seek further information, usually from professionals who may also be involved with the child or family, to determine whether further action is required. In most circumstances, Child Protection will inform the reporter of the outcome of the report. When the report is classified by Child Protection as a Wellbeing Report, Child Protection will, in turn, make a referral to Child FIRST.

33. What is Child FIRST Child and Family Information, Referral and Support Team (Child FIRST) The entry point into Integrated Family Services across the state Undertakes initial needs and risk identification and assessment Supported by Community Based Child Protection Worker When would I refer to Child FIRST rather than Child Protection Where there is significant concern for a child�s wellbeing When concerns have low to moderate impact on the child The child�s immediate safety is not compromised. Presenter's notes Draw attention to: Note that a Child Protection Worker is co-located with Child FIRST to provide advice and support. Presenter's notes Draw attention to: Note that a Child Protection Worker is co-located with Child FIRST to provide advice and support.

34. Information Sharing � Child Protection or Child FIRST The CYFA (2005) classifies some individuals and groups of professionals as �information holders�. This includes teachers, principals and people granted permission to teach by the Victorian Institute of Teaching. Child Protection Child Protection may authorise any professional to provide relevant information regarding a Child Protection investigation. Child FIRST Child FIRST and Family Services can consult with information holders to complete a risk assessment, without prior family consent. After the risk assessment, information sharing with Child FIRST or Family Services needs family consent, and if old enough, the child�s consent. Presenter's notes Information can also be shared: where information sharing is authorised by Information Privacy Act 2000 or Health Records Act 2001 or when consulting with Child Protection about risk assessment. The Protocol Section 7.2 Information sharing under the CYFA sets out times when information can be shared with Child Protection or Child FIRST Once Family Service begins to provide services to the family, information can only be shared with consent of the family in those circumstances, because, service provision is by voluntary agreement between the family and the service provider. Whenever possible, authorised information holders should seek consent from a child or their parents, carers or guardians before sharing their information, provided that by doing so, they do not place the child or another person at risk. Other than in very urgent situations, information holders should consult with their principal before disclosing information about a child or their family without their consent. Definitions of teachers and principals from the Victorian Institute of Teaching (VIT) Act (2001).Presenter's notes Information can also be shared: where information sharing is authorised by Information Privacy Act 2000 or Health Records Act 2001 or when consulting with Child Protection about risk assessment. The Protocol Section 7.2 Information sharing under the CYFA sets out times when information can be shared with Child Protection or Child FIRST Once Family Service begins to provide services to the family, information can only be shared with consent of the family in those circumstances, because, service provision is by voluntary agreement between the family and the service provider. Whenever possible, authorised information holders should seek consent from a child or their parents, carers or guardians before sharing their information, provided that by doing so, they do not place the child or another person at risk. Other than in very urgent situations, information holders should consult with their principal before disclosing information about a child or their family without their consent. Definitions of teachers and principals from the Victorian Institute of Teaching (VIT) Act (2001).

35. Information Sharing � Protection for school staff School staff are protected provided you share information under �authorised circumstances� and �in good faith� (CYFA (2005) ) Your identity must be kept confidential unless you consent to it being disclosed. You are not subject to any legal liability in respect of the giving of information - you cannot be successfully sued. Authorised disclosure cannot constitute unprofessional conduct or a breach of professional ethics. Authorised disclosure does not contravene: Health Services Act 1988, Section 141 Mental Health Act 1986, section 120A CYFA 2005, Section 212 Information Privacy Act 2000. NB: Details of a mandatory report should remain confidential. Presenter�s notes Draw attention to: The previous slide mentions and describes �authorised circumstances� this is referred to in the CYFA 2005 Section 190: Reporters Protected. The Protocol Section 7.4 Protection when sharing information sets out in detail protection when sharing information. Refer also to the DHS Publication that describes in full information sharing requirements � Every Child Every Chance - Providing support to vulnerable children and families - An information sharing guide for registered school teachers and principals in Victoria. Web address: http://www.cyf.vic.gov.au/__data/assets/pdf_file/0006/41568/ig_education.pdf Presenter�s notes Draw attention to: The previous slide mentions and describes �authorised circumstances� this is referred to in the CYFA 2005 Section 190: Reporters Protected. The Protocol Section 7.4 Protection when sharing information sets out in detail protection when sharing information. Refer also to the DHS Publication that describes in full information sharing requirements � Every Child Every Chance - Providing support to vulnerable children and families - An information sharing guide for registered school teachers and principals in Victoria. Web address: http://www.cyf.vic.gov.au/__data/assets/pdf_file/0006/41568/ig_education.pdf

36. Information Sharing � School Staff The deciding principle is �need to know�. Only disclose information about a mandatory report with those who: have direct responsibility for the student�s safety and wellbeing. e.g. principal class, school welfare staff are involved in providing advice & support: region wellbeing, RNL, SCIAU have the capacity to protect the student from harm. e.g. Child Protection, Police Staff who work directly with a student such as class room teachers �need to know� enough information to ensure the safety and wellbeing of the student. For example: staff should be made aware the child is in a difficult situation informed that the child should be monitored and may need support provided with information about what to do if the child seems stressed No specific details to be provided to those without a �need to know� including: the substance and details of the concern or report who is allegedly involved. Presenter�s notes Draw attention to: Under no circumstances should school staff �investigate� an allegation � that is the role of Child protection or VicPol Sexual Offence and Child Abuse Unit/Sexual Offences and Child Abuse Investigation Teams School staff should discuss any concerns the may have that a child is at risk of harm or is suffering abuse or neglect with: principal class, school welfare staff regional wellbeing staff, RNL and the Student Critical Incident Advisory Unit Child Protection or Police Sexual Offences and Child Abuse Investigation Teams (SOCA or SOCIT) Also refer to: the Victorian School�s Reference Guide Section 4.6.2 Child abuse and neglect including allegations of student sexual assault Presenter�s notes Draw attention to: Under no circumstances should school staff �investigate� an allegation � that is the role of Child protection or VicPol Sexual Offence and Child Abuse Unit/Sexual Offences and Child Abuse Investigation Teams School staff should discuss any concerns the may have that a child is at risk of harm or is suffering abuse or neglect with: principal class, school welfare staff regional wellbeing staff, RNL and the Student Critical Incident Advisory Unit Child Protection or Police Sexual Offences and Child Abuse Investigation Teams (SOCA or SOCIT) Also refer to: the Victorian School�s Reference Guide Section 4.6.2 Child abuse and neglect including allegations of student sexual assault

37. Victoria Police SOCIT - Sexual Offences and Child Abuse Investigation Teams Child Protection and Victoria Police have statutory responsibilities under the CYFA (2005) relating to the protection of children. Child Protection is the lead agency responsible for the care and protection of children - police for criminal investigations into alleged child abuse Protocols require that each agency notify the other of suspected child abuse. SOCIT consists of experienced and qualified police members specially trained in responding to & investigating sexual assault. SOCIT can be contacted for advice by regions or schools. Presenter�s notes Sexual Offence and Child Abuse Unit (SOCA) are in the process of being trained to investigate sexual offences and are transitioning to Sexual Offences and Child Abuse Investigation Teams. (SOCIT) SOCIT teams cover Victoria with teams based in major rural centres and across the Melbourne metropolitan area and outer suburbs. Refer to the Protocol Section 3.5: Protecting the safety of children and young people: Draw attention to: Under no circumstances should school staff �investigate� an allegation. School should only �enquire� sufficiently to form a belief � then refer the matter to Police SOCIT or Child Protection for investigation If unsure whether you have enough information to form a belief - consult - seek advice from SOCIT, DHS Child Protection, Regional staff or the Student Critical Incident Advisory Unit. Presenter�s notes Sexual Offence and Child Abuse Unit (SOCA) are in the process of being trained to investigate sexual offences and are transitioning to Sexual Offences and Child Abuse Investigation Teams. (SOCIT) SOCIT teams cover Victoria with teams based in major rural centres and across the Melbourne metropolitan area and outer suburbs. Refer to the Protocol Section 3.5: Protecting the safety of children and young people: Draw attention to: Under no circumstances should school staff �investigate� an allegation. School should only �enquire� sufficiently to form a belief � then refer the matter to Police SOCIT or Child Protection for investigation If unsure whether you have enough information to form a belief - consult - seek advice from SOCIT, DHS Child Protection, Regional staff or the Student Critical Incident Advisory Unit.

38. Scenarios and case studies Following are a number of different exercises to provide practical examples of the application of the protocol and to facilitate discussion of issues. There are examples for different types of school settings and around different issues. Choose the one most applicable to your situation.

39. Small Group Case Study � Secondary P1 Monday morning, a year 10 female student, Jessie 15yrs., tells you she was sexually assaulted last night. What do you do? She then tells you it was her older brother and this is not the first time. What do you do next? Presenter's notes: Suitable for: Secondary or Special school Time 15 to 20 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage Presenter's notes: Suitable for: Secondary or Special school Time 15 to 20 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage

40. Small Group Case Study � Secondary P2 She tells you that she does not want her family to know, she will not talk to police and she wants you to arrange a pregnancy test. What do you tell her? What would lead you to form a belief? Do you report her allegation? If so � who to? Presenter's notes Draw attention to: On the question what do you tell her: Issues around confidentiality I cannot keep what you have told me confidential because you have told me about someone hurting you and you need support Possible next steps you should take Telling others Reporting Presenter's notes Draw attention to: On the question what do you tell her: Issues around confidentiality I cannot keep what you have told me confidential because you have told me about someone hurting you and you need support Possible next steps you should take Telling others Reporting

41. Small Group Case Study - Primary P1 A Grade 2 girl comes to your office and tells you that a Grade 3 boy has been touching her in her private parts. Is this enough information to form a belief? Who would you consult? You talk to the principal who is aware that the Grade 3 boy has engaged in this behaviour previously and is very concerned. What do you do next? Presenter's notes Primary School Time 15 to 20 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage Draw attention to: Question 1, forming a belief Answer: this is not quite enough information to form a belief - an enquiry of others with open-ended questions may be necessary to clarify a belief Question 2, who would you consult? Answer: It is usually the principal who should be consulted. Presenter's notes Primary School Time 15 to 20 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage Draw attention to: Question 1, forming a belief Answer: this is not quite enough information to form a belief - an enquiry of others with open-ended questions may be necessary to clarify a belief Question 2, who would you consult? Answer: It is usually the principal who should be consulted.

42. Small Group Case Study - Primary P2 The principal and the teacher meet with the parent � they are concerned that the boy�s parent appears to be under the influence of alcohol/drugs � and laughs about the boy�s behaviour. Other staff inform you this is often the case with this particular parent who is the boy�s sole carer. What do you do next for the girl and the boy? Do you report it? If so - who to? Presenter's notes You could discuss what kind of abuse this would come under and refer to the Protocol Appendix 2: Definitions of child abuse and indicators of harm Draw attention to: For the girl: Offer counselling support May need to develop a safety plan For the boy: Contact Department of Human Services Child Protection and make a report Referral to SSSOs may be necessaryPresenter's notes You could discuss what kind of abuse this would come under and refer to the Protocol Appendix 2: Definitions of child abuse and indicators of harm Draw attention to: For the girl: Offer counselling support May need to develop a safety plan For the boy: Contact Department of Human Services Child Protection and make a report Referral to SSSOs may be necessary

43. Small Group Case Study - Primary Crystal is 8 years. She has poor school attendance She often looks tired when she is at school. She wears the same unwashed clothes all week. Crystal talks of her mother having multiple partners. Crystal�s mother has a mental health history and is occasionally hospitalised Repeated requests to Crystal's mother leads to only short term improvement. What would lead you to form a belief? What would you do in this situation? What issues does this case study raise for you? Presenter's notes: Primary School Time 5 to 10 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage Presenter's notes: Primary School Time 5 to 10 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage

44. Small Group Case Study - Special Mary is 14 years old She has come to school and has been telling her classmates she has a 25 year old boyfriend She has also told them he stays at her house and they are having sex Her Mum knows that they are having sex and says it is OK because he is a nice boy. What would lead you to form a belief? What would you do in this situation? What issues does this case study raise for you? Presenter's notes: Special School Time 5 to 10 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage Presenter's notes: Special School Time 5 to 10 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage

45. Small Group Case Study - Secondary Bree is 15 years and enrolled at the school 3 months ago. Her attendance is variable. She told a staff member that she is unhappy living in the same house as her mother�s boyfriend who is a �creep�. She also said that her mother, who works nights, has no idea what he is really like - he tried to kiss and hug her one night just before the camp. She would not elaborate further and burst into tears when the teacher tried to find out more. What would lead you to form a belief? What issues do this raise for you? What would you do in this situation? Presenter's notes: Secondary Time 5 to 10 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage Presenter's notes: Secondary Time 5 to 10 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage

46. Small Group Case Study � All schools Tim stays in the library every day after school He says he is afraid to go home His friends tell you that Tim says he is sick of his Dad going off at them, especially at his Mum What would lead you to form a belief? What would you do in this situation? What issues does this case study raise for you? Presenter's notes: All schools Time 10 to 15 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stagePresenter's notes: All schools Time 10 to 15 minutes approximately Group size: 4 to 6 Add new information a step at a time to build on the case study and introduce additional information stage by stage

47. Where can you find the protocol electronically? The DEECD Website at: http://www.education.vic.gov.au/ Link to the Protocol:- http://www.education.vic.gov.au/healthwellbeing/safety/childprotection/childprotection.htm

48. Presenter's notes: Draw attention to: A pdf copy of this document is available online at: http://www.education.vic.gov.au/healthwellbeing/safety/childprotection/default.htm Presenter's notes: Draw attention to: A pdf copy of this document is available online at: http://www.education.vic.gov.au/healthwellbeing/safety/childprotection/default.htm

49. Age Appropriate Behaviours Resource Presenter's notes: Copies were sent to all Victorian Primary Schools in 2008. Draw attention to: Additional copies at $10 per copy are available from South East Centres Against Sexual Assault phone (03) 9594 2289. Telephone and they will post them out.Presenter's notes: Copies were sent to all Victorian Primary Schools in 2008. Draw attention to: Additional copies at $10 per copy are available from South East Centres Against Sexual Assault phone (03) 9594 2289. Telephone and they will post them out.

50. Include local, regional, DHS Child Protection and SSSO contact details here