Bibliography

Curriculum materials on child protection issues

Atkinson, Judy.
In the town of Everywhere.
Developing Practice: The Child, Youth and Family Work Journal no.19 Winter-Spring 2007: 5-9

A fictional composite of remote Aboriginal communities, the town of Everywhere is a community in trauma. It has suffered the loss of some of its members through suicide, and more recently many of its fathers, sons and uncles have been arrested on child abuse charges and taken away. There is organised crime in the town; outsiders see the town as a market for drugs and pornography. Because of the trauma they have suffered, many of the town's children have developed in disorganised and dysfunctional ways that prevent them from learning at the same rate as other children. The way to rebuild the community spirit of the town is through education and caring. In developmental neurobiological terms, the school is the brain. It can develop as the hub of the community if four stages are embedded in the curriculum: sequential development, in which educative, therapeutic and enrichment experiences are provided in an appropriate sequence; use dependent development, in which patterned activity reinforces learning; doors of opportunity, optimising learning in the vital early years to set the pattern for later periods of development; and contextual development, occurring in a social environment that is rich in community art and culture.

Available from: Association of Childrens Welfare Agencies http://www.acwa.asn.au/

Basham, Sandra.
Building generations: a strengths-based, solution-focussed, parenting program for female adult survivors of childhood family sexual violence: manual.
Perth, WA: Incest Survivors' Association, 2007, 217p

Survivors of childhood intrafamilial sexual abuse or domestic violence often face problems when they become parents - overprotective or neglectful parenting skills, fears of not being a good parent, or risks of a repeating cycle of family violence. The 'Building Generations' parenting program provides education and support for groups of women, and covers parenting styles, healthy versus unhealthy parenting, consistency, handling emotions, child development and behaviour, safety issues for children, dealing with anger and violence, and self care. This manual outlines group sessions, and includes handouts, background information and literature review, and tips for group facilitation and closure.

Available from: Incest Survivors' Association, PO Box 8311, Perth Business Centre, Perth WA 6849

Briggs, F; McVeity, M.
Teaching children to protect themselves: a resource for teachers and adults who care for young children.
Crows Nest, NSW: Allen and Unwin, 2000, 154p, tables, illus

A handbook for teachers and counsellors working with primary aged children, this book provides ideas for teachers and parents as well as counsellors and therapists working both with children at risk of abuse and children who have been abused. The authors have specifically focused on the protection of children from sexual abuse. Detailed guidance is provided on: why all children need a safety program; the importance of care givers and parents; responding to actual or suspected sexual abuse; integrating safety education into the wider curriculum; strategies for teaching safety skills; special challenges for children with disabilities; the Internet and online safety; and strategies for children to protect themselves. Themes and activities to work through with children are described, including: it's my body; some parts of our bodies are private; talking about touching; staying safe with strangers; secrets; and problem solving exercises.

Available from: Allen and Unwin, 9 Atchison Street, St Leonards NSW 2065. Email frontdesk@allen-unwin.com.au. Internet http://www.allen-unwin.com.au

Briggs, Freda.
Every school's worst nightmare: child sexual abuse.
Adelaide, SA: University of Adelaide, 2005, 19p (2005 A W Jones Oration)

Ways of uncovering and investigating sexual abuse in schools are discussed in this paper. The paper looks at the size of the problem, normal sexual curiosity versus evidence of sexual abuse, the value of children's drawings in the identification of sexual abuse, why sexual abuse cannot be ignored, the economic cost of child abuse, the importance of teachers in child protection, the cost of negligence, the importance of school based child protection curriculum, the special needs of boys, risks to children with disabilities, the abuse of Indigenous children and young people, and school child protection policies. The paper argues that education is the key to child protection.

Available from: University of Adelaide, SA 5005. Internet http://www.adelaide.edu.au

Briggs, Freda.
Safety issues in the lives of children with learning disabilities.
Social Policy Journal of New Zealand no.29 Nov 2006: 43-59, tables, and Online
http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/spj29/safety-issues-in-the-lives-of-children-with-learning-disabilities-29-pages43-59.html

Quantitative and qualitative data were collected from 116 special education students aged 11-17 years who had been identified at least three years behind their peers in all aspects of the curriculum. The study confirmed the vulnerability of children with learning disabilities to the risks of drugs, violence, psychological bullying, pornography and sexual abuse. Significant levels of violence were found in both schools and homes. The study also showed the need for special attention for the protection of boys. It is possible that children with learning disabilities were targeted because they were less likely than others to recognise abuse as wrong, understand their rights and report abuse, and be regarded as competent witnesses for court proceedings. On the other hand, it is possible that they were learning disabled as a result of abuse. The findings suggested that children with learning disabilities require more vigilant and more intensive, explicit forms of protection than other children. (Journal abstract, edited)

Available from: Ministry of Social Development http://www.msd.govt.nz/

Bright, Ken; Pascoe, Sue; D'Arcy, Craig; Silberberg, Simone; Fletcher, Richard.
The nuts and bolts of kids and schools: a parenting course for fathers of school-aged children.
Callaghan, NSW: Family Action Centre, University of Newcastle, 2005, 91p, figures

Fathers are starting to become more involved in the development and education of their children. This guide is for facilitators of The Nuts and Bolts of Kids and Schools, a short course for fathers and father figures who care for school aged children. The guide explains the development and objectives of the course and how it operates. It then details the course's six sessions: The strengths of dads; Communication: does it work for me and my family?; Fathers in the school and community; Resilience and positive interactions with your child; Child protection; Great, we've come a long way: now where to from here? The guide includes resources and handouts.

Available from: Family Action Centre, University of Newcastle http://www.newcastle.edu.au/centre/fac/index.html

Goulborn, B; MacRea, R; Gleeson, J; Gladstone, C.
Safe from harm: the role of professionals in protecting children and young people: a professional development kit.
Melbourne, Vic: Department of Human Services, 2001, 117p

The Victorian Department of Human Services has put together this resource kit for people working in the area of child protection with the aim of providing training materials and information about child abuse, the broader child protection system, and the role of the statutory Child Protection Service. The kit contains four modules: Child protection context; What is child abuse?; Responding to concerns; and Industry specific materials. There is also a section containing training tools, including a glossary, references, handouts and overheads.

Available from: Department of Human Services, GPO Box 4057, Melbourne Vic 3001. Internet http://www.dhs.vic.gov.au/

Kerslake, C.
Emphasising life-long learning.
Child Abuse Prevention Newsletter v.8 no.1 Autumn 2000: 6-8, and Online
http://www.aifs.gov.au/nch/pubs/newsletters/nl2000/nlaut2000.html

The Kidz Business Enterprise Project has provided students of Hampstead Primary School in South Australia with a means of showcasing in a school context the creativity and maturity that they readily demonstrate out of school. The Project requires children to work throughout the year in a work team of their choice, covering a wide range of community activities. The school has worked hard to overcome a range of disadvantaging factors and is responsive to changing community needs. This article provides an overview of Kidz Business, which is part of the mainstream curriculum and a high priority of the school.

Available from: Australian Institute of Family Studies, Level 20, 485 La Trobe Street, Melbourne, Vic 3000. http://www.aifs.gov.au/

McArthur, Morag; Allen-Kelly, Kandie; Duggan, Frank.
University - industry partnerships: keeping child protection workers on the job, challenged and happy.
Communities, Children and Families Australia v.1 no.1 Jul 2006: 24-32

One strategy for strengthening the child protection workforce to improve service quality is to provide child protection workers with more accessible and flexible postgraduate education opportunities to support their professional development. This paper briefly explores the current context of child protection work and the factors influencing the attraction and retention of staff. It examines how best to support staff by providing them with opportunities to extend their knowledge and skills through training and postgraduate education. It then outlines a process for establishing and developing an employer university partnership in the Australian Capital Territory, and an approach to curriculum and assessment of core training. Increasing specialised knowledge and skills are important ways of improving services to children and families. Although not the complete answer to solving workforce issues, the strategy has generated positive responses from staff and is beginning to have a beneficial effect on the ACT statutory child protection agency. (Journal abstract, edited)

Available from: Australian College for Child and Family Protection Practitioners Inc PO Box 1401, Mackay Qld 4740

McCallum, Faye.
Listening to pre-service teachers: what they need to be more effective in child protection work.
In: Ninth Australasian Conference on Child Abuse and Neglect, November 2003: Many Voices, Many Choices - ACCAN papers and presentations. Sydney, NSW: Department of Community Services, 15p, Online only (Power point presentation in PDF format 135K)
http://pandora.nla.gov.au/pan/42706/20040617/www.community.nsw.gov.au/ documents/accan/presentations/2S4F-2.pdf

This presentation summarises information about teachers' role in child protection and barriers to effectiveness of this role, evaluates pre-service teacher training in relation to child protection and reporting, and promotes an effective child protection curriculum.

Available from: NSW Department of Community Services, Locked Bag 28, Ashfield NSW 1800. Internet http://www.community.nsw.gov.au/

New South Wales. Department of Community Services.
Identifying and responding to children and young people at risk of harm: training resource material.
Glebe, NSW: Child Protection Learning and Development Unit, Department of Community Services, 2003, 1 CD-ROM + 1 video (45 min.)

These materials were produced as a training resource for staff working within the New South Wales child protection system. The CD ROM presents training materials in six parts: Introduction, Facilitator's notes, Full day training program, Two hour training program, Self paced learning guides, Trainer background readings. The accompanying video presents five vignettes that explore the impact of different circumstances that can lead to risk of harm to children and young people. It provides examples of workers' responses to concerns about risk of harm, including making reports to the DoCS Helpline.

Available from: Child Protection Learning and Development Unit, NSW Department of Community Services, 357 Glebe Point Road, Glebe NSW 2037. Tel 02 9692 7135.

Penter, Colin; Cant, Rosemary; Clare, Brenda.
Child protection training: project report for the Ministerial Advisory Council on Child Protection.
Mt Hawthorn, WA: Matrix Consulting Group, 2005, 43p, figures, Online (PDF 532K)
http://www.childprotectioncouncil.com.au/documents/news/00011_CP% 20Training%20Report%20Final%20Version.pdf

The range of training and skills development that supports the child protection system in Western Australian was researched in this project. Key themes that arose from the findings are: child protection training needs, issues and responses are complex, diverse and highly fluid; child protection training is piecemeal, ad hoc, uncoordinated, insufficiently focused and under resourced; across agency and inter agency training responses are needed to address concerns and meet training needs; a variety of professional and occupational groups across the three levels require improved or increased child protection training. This report presents the research findings and makes recommendations relating to: the development of a state wide strategic framework for the provision of child protection education and training; a dedicated training coordination unit; the development of training programs, curriculum and resources; the development of across agency and inter agency training models; quality control, minimum standards and accreditation.

Available from: Ministerial Advisory Council on Child Protection, East Perth WA 6000. Internet http://www.childprotectioncouncil.com.au

Protective Behaviours Consultancy Group of New South Wales Inc.
Protective behaviours: about domestic violence.
Waterloo, NSW: Protective Behaviours Consultancy Group of New South Wales, 2004, 74p, ill.

This resource is based on the Protective Behaviours Program which seeks to address issues of violence and abuse in a range of situations. The Resource has been developed to address issues of domestic violence by identifying issues of personal safety with the aim of empowering women and children to take a stance against violence. The first section includes activities for adults on issues of domestic violence with an emphasis on the needs of women. The second section includes activities for children.

Available from: Internet http://www.protective-behaviours.org.au/resources.htm; $22

Queensland. Department of Families, Youth and Community Care.
Child abuse prevention public speaking kit.
Brisbane, Qld: Department of Families, Youth and Community Care, 2000, 118p plus pamphlets, stickers

This package was devised in response to an identified community need for resource support in the provision of education and information on child abuse and its prevention. It is designed to assist those with a need to present material about child abuse prevention and the role of the community. The package explores and challenges some of the myths and misconceptions surrounding behaviours which are harmful to children, and provides modules for training community members to recognise the risk factors and warning signs which may indicate that a child is at risk. It includes tips on public speaking; session plans for workshops; activity sheets; overhead transparency masters and handouts; a list of available services and agencies; a guide to contact and referral; and evaluation forms.

Available from: Positive Parenting Co-ordination Section, Office of Child Protection, Families, Youth and Community Care Queensland, GPO Box 806, Brisbane Qld 4001. Fax (07) 3247 4856

Romeril, Ruth-Elise.
Children at risk: information for Victorian emergency departments.
Ferntree Gully, Vic: InformED, 2003, 32p, figures, tables, and Online
http://www.inform-ed.com/projectdetails.asp?id=41

The failure of health professionals to identify child abuse can result in the continuation of the abuse and other disastrous outcomes. This booklet is intended to assist emergency department practitioners in the recognition and management of children who have been abused. It provides: background information on the issue; definitions of types of abuse and neglect; explanation of common indicators of child abuse and of abusive caregivers; information on assessing and reporting child abuse; emergency department procedures; contacts; and the role of child protection services.

Available from: InformED - Emergency Departments Promotion Health, c/- Department of Emergency Medicine and Ambulatory Care, Angliss Hospital, Albert St, Ferntree Gully VIC 3156

Terare, M.
Delivering a service to Aboriginal people.
In: Practice and prevention: contemporary issues in adult sexual assault conference. Sydney, NSW: NSW Attorney-General's Department, Crime Prevention Division, 2003, Online only
http://pandora.nla.gov.au/pan/39933/20040202-0000/www.lawlink.nsw.gov.au/cpd.nsf/pages/terare.html

The effects of colonisation are still being felt in Aboriginal communities, and the author considers what effects this has on Aboriginal victims of trauma. She discusses a project she is working on in NSW that explores community solutions to challenge the impact of trauma resulting from family violence, sexual assault and child abuse, primarily through developing a curriculum that reflects communities' needs in relation to the abuse.

Available from: Crime Prevention Division, NSW Attorney-General's Department, GPO Box 6, Sydney NSW 2001. Internet http://www.lawlink.nsw.gov.au/cpd.nsf/pages/index

Waltja Tjutangku Palyapayi Aboriginal Corporation.
Pipirri palya = kids are good.
Alice Springs, NT: Waltja Tjutangku Palyapayi Aboriginal Corporation, 2002, 41p, ill, figures

The Pipirri Palya - Kids Are Good project aimed to provide practical assistance on the healthy development of children for parents in the central Australian region. This training resource presents advice on the following: touching and infant brain development; healthy children; helping family and community; keeping spirit, body and culture strong; marijuana; when parents drink; petrol sniffing; gambling; smoking; baby foods and better foods for children; sudden infant death syndrome; breastfeeding; pregnancy; drinking water; sick children; washing hands and killing germs; ear health; child abuse and neglect; poisons and toxins in the bush and at home; dogs; mice, flies, cockroaches and mosquitoes; living with large families; safety in and around the home; and accidents and hazards.

Available from: Waltja Tjutangku Palyapayi Aboriginal Corporation, PO Box 8274, Alice Springs, NT 0871

Whiteside, S.
Personal safety curriculum in junior primary classrooms. Are teachers teaching it?
Children Australia v.26 no.2 2001: 31-36, tables

Previous studies have revealed that the teaching of personal safety strategies to children is spasmodic and selective, avoiding vital information that would help children to identify and report sexual abuse. In this study a questionnaire was used to explore the views of 33 South Australian junior primary teachers regarding the teaching of personal safety to children. Results showed that most of the participating teachers claimed to teach some personal safety skills, using a variety of materials and methods, but it would appear that they concentrated on 'safe topics such as road safety and avoided topics relating to child sexual abuse and violence. It was also found that 50% had not undertaken any training within the last two years even though the overwhelming majority felt that further training was required in order to teach topics effectively. This suggested that motivation for teaching personal safety was low. These and other findings are discussed and recommendations for greater emphasis on training of teachers and further research into this area are made. (Journal abstract)

Available from: Oz Child: Children Australia, PO Box 7020, Dandenong Vic 3175 Tel 03 9791 5423. Fax 03 9791 4963

Wilson, J C; Powell, M.
A guide to interviewing children: essential skills for counsellors, police, lawyers and social workers.
Crows Nest, NSW: Allen and Unwin, 2001, 136p

This book provides a practical introduction to interviewing techniques for a range of professionals including welfare workers, psychologists, teachers and counsellors, police offers and lawyers. It describes the key stages of an interview, and how to respond to the child's needs during an interview. It explains how to deal with children of different ages and from different backgrounds, and also how to work with their parents. The issue of sexual abuse is a particular focus, as are the problems created by multiple interviews. Evaluating the process and outcome of an interview is covered, and an appendix supplies references for interviewing different cultural groups.

Available from: Allen and Unwin, 9 Atchison Street, St Leonards NSW 2065. Email frontdesk@allen-unwin.com.au. Internet http://www.allen-unwin.com.au

Wright, Lorraine; Stanford, Chrystina; Porteous, Julie; Wightman, Melissa; Efthimiadis, Noula.
Discoveries II: a group work program for women who have experienced child sexual assault.
Haberfield, NSW: Dympna House, 2006, 112p

This manual presents a group therapy program for women who experienced childhood sexual abuse. Each session works towards helping women identify their strengths, reduce their social isolation, and increase their strategies for managing the effects of childhood trauma. This manual outlines the benefits of a supportive group environment, the effect of abuse, techniques for leading groups, and session activities, and includes session hand outs.

Available from: Dympna House, http://www.dympnahouse.asn.au/

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