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vol.14 no.1 Summer 2006
Published by the Australian Institute of Family Studies
ISSN 1447-0039 (Print); 1447-0047 (Online)
Manager, National Child Protection Clearinghouse, Daryl Higgins
Newsletter compiled and edited by Ellen Fish
Contact the Australian Institute of Family Studies for a copy of this newsletter, or access articles as listed below in HTML or PDF format. The full newsletter can be downloaded in PDF format (1.5MB) or in sections as listed below. You will need an Acrobat Reader which is free from the Adobe Systems Web site .
In this Issue
Welcome to the first Child Abuse Prevention Newsletter for 2006. This newsletter contains a variety of valuable contributions from researchers, practitioners and policy makers, including:
Over the past year the National Child Protection Clearinghouse has been very active. In 2005 Clearinghouse research staff worked on a number of research projects focusing on issues such as a report of 'early learnings' from Indigenous community development projects funded by the Telstra Foundation (available at: www. aifs.gov.au/nch/pubs/reports/telstra2/telstra2.html), as well as literature reviews and reports to support the work of two different working groups for the Community Services Ministers' Advisory Council: (a) child safe organisations; and (b) National Plan for Foster Children, Young People and their Carers 2004-2006.
Finally, an audit that we conducted of all child protection research conducted in Australia between 1995 and 2004, which was commissioned by the University of South Australia's Australian Centre for Child Protection has now been finalised. The audit report can be viewed at: www.aifs.gov.au/nch/pubs/reports/audit/audit.html.
Our Writer/Editor Ellen Fish, in addition to editing our newsletters and contracted reports, continues to oversee and implement the Clearinghouse's Communication Strategy. As a result of the survey sent to our subscribers in the last edition of the newsletter, we now have a more focused and targeted mailing list. Leah Bromfield has developed a distribution list to reach each state and territory's statutory child protection department's staff and Ren Adams has had a key role in managing the distribution. We now distribute our publications to a little over 5,000 people in hard copy or via email. The Clearinghouse plans to use this centralised distribution strategy to target relevant non-government organisations and peak bodies in the future.
Our most recent issues paper, written by Ellen Fish, Leah Bromfield and myself, describes the somewhat controversial phenomenon of Munchausen Syndrome by Proxy (now termed 'Fabricated or Induced Illness by Carers'). If you have just joined the Clearinghouse's mailing list, or want additional copies of Child Abuse Prevention Issues No. 23, 'A new name for Munchausen Syndrome by Proxy: Defining Fabricated or Induced Illness by Carers', or any of our publications, they are available for download at: http://www.aifs.gov.au/nch/pubs/pubs.html.
Towards the end of 2005, a number of staffing changes occurred at the Australian Institute of Family Studies that impacted on the National Child Protection Clearinghouse. As well as managing the Clearinghouse, I now have broader management responsibilities at the Institute. In order to provide day-to-day management of projects and Clearinghouse functions, Leah Bromfield is now Assistant Manager. We are also very proud that Leah has had her PhD thesis passed, and will graduate in early 2006.
Nick Richardson - who has played a vital role in the Clearinghouse since he joined the team as a Research Officer early in 2004 is now working as a Senior Research Officer in the family law area.
We also welcome two new Research Officers Prue Holzer and Dr Jenny Higgins. Prue Holzer has just completed her Honours in Psychology and also has a background in sociology. Dr Jenny Higgins - who has a PhD in sociology - has been working as a senior child protection practitioner, and has also worked as a social and market researcher, and lectured and tutored in child abuse, family studies and research techniques (and for those of you who are wondering Drs Jenny and Daryl Higgins are not related!).
In order to assist with research projects that have kept the Clearinghouse very busy throughout 2005, we were able to secure the services of the following staff on part-time or short-term contracts:
And we also welcomed the contributions of Melissa Aldana who came to us from the US as an intern for two months. Each of these people has made a contribution to the Clearinghouse.
We look forward to keeping you informed with news and events from the National Child Protection Clearinghouse.
Help sheet 2
In the previous edition of the newsletter we published the first of a series of help sheets intended to assist organisations with various aspects of child maltreatment prevention work. Featuring in this edition is the second of the series. This help sheet is designed to assist organisations in Australia to develop guidelines for the recruitment and screening of staff and volunteers who may deal with children and young people on a regular basis.
Organisations that deal directly with children1 (for example, family welfare agencies, sporting clubs, schools) or come in contact with children on an irregular basis (for example, children attending events as spectators or visitors), have a responsibility to prevent children from being placed in a situation where they are at risk of child maltreatment. This type of responsibility is called your 'duty of care'.
In organisations where staff (including volunteers) work directly with children, their legal and moral duty of care may be greater than if they only come in contact with children indirectly or irregularly. Any organisation that works directly with children has a legal and moral duty to ensure the safety and security of the children in their care is maintained. This duty extends to taking all reasonable steps to prevent children from suffering any form of child maltreatment: sexual abuse, physical abuse, emotional or psychological abuse, neglect, or exposure to violence.
Current employment standards across Australia
All applicants for paid or unpaid work that involves access to children, should undergo a rigorous screening and assessment process prior to their employment or placement. In some states this screening and assessment process is regulated by legislation. Volunteers and students on short-term placement (from all walks of life with varying degrees of education and aptitude for working with children) undertake the initial screening and training processes. These processes need to be relevant to the role they are undertaking in the organisation.
As well as staff and volunteers having appropriate tertiary qualifications and/or experience, these credentials need to be supplemented with standard induction programs that identify what is acceptable behaviour in the organisation. For new staff, there also needs to be a period of probation with clearly defined behaviour protocols, which allow for the person's performance on the job and their aptitude for working with children to be appropriately assessed. In addition, the induction and probation programs need to be reinforced with ongoing monitoring and supervision, as well as all staff in the organisation receiving continuing professional development training. This endorses the organisation's commitment to providing the children in their care with a safe and friendly environment.
All states and territories have enacted legislation that regulates aspects of the recruitment and screening process, for persons employed in specific occupations that involve working with children (such as teachers). However, only some states have passed additional legislation to manage the recruitment and screening of a wider category of persons, who may have access to children.2
In addition to the above mentioned specific legislation relating to people working with children, there are also various state and federal laws that affect the recruitment, selection and screening of staff, including equal opportunity, human rights and privacy legislation.
As the suitability checks of candidates for (and existing staff involved in) positions that involve working with children vary greatly across Australia, the guidelines in this help sheet are intended to provide a general overview of the minimum standards that should be adopted. Reference to further resources and additional information has also been provided.
Victoria: The Working with Children Act 2005 was passed in September 2005. This Act establishes minimum screening standards in Victoria, for people who undertake 'child-related work'. Any person, who is currently or intends to be, involved in 'child-related work', will be required to apply for and authorise a 'Working with Children Check' of their criminal and professional disciplinary history, to be carried out.
If the person is approved they will be given an 'assessment notice' and be entitled to carry out 'child-related work'. This process is being phased in over a five-year period, from mid 2006.3
Further information about the Act and/or a copy of the 'Working with Children Check Information Pack' can be obtained from:
Working with Children Check Unit
Telephone: 1300 652 879, or email to: workingwithchildren@justice.vic.gov.au
In the meantime, and subject to the operation of the Working with Children Act, Victoria Police will continue to arrange 'national police certificates' for employment, voluntary work and other purposes. 4
New South Wales: The NSW Commission for Children and Young People is responsible for the implementation and monitoring of laws that involve people working with children in NSW, including the 'Working with Children Check'. The 'Working with Children Check' assists employers complete their suitability checks of applicants for positions that involve working with children.5
Further information about the Commission can be obtained by:
Telephone: (02) 9286 7276, and email to: kids@kids.nsw.gov.au
Further information about the Working with Children Check can be obtained by:
Telephone: (02) 9286 7219, and email to: check@kids.nsw.gov.au
Queensland: The Commission for Children and Young People and Child Guardian 'promotes and protects the rights, interests and wellbeing of all Queenslanders under 18', including administering the 'Working with Children Check'. The Commission's work is regulated by the Commission for Children and Young People and Child Guardian Act (2000). This Act requires people who work with children, to apply for and authorise a 'Working with Children Check' of their criminal and professional disciplinary history, to be carried out. If approved they will be given a 'positive notice and a blue card'.6
Further information about the Commission can be obtained by:
Telephone: (07) 3247 5525 or 1800 688 275 (Free call) and
Employment Screening on 1800 113 611 (Free call)
Western Australia: The Working with Children (Criminal Record Checking) Act 2004 became law in December 2004. This Act established 'compulsory criminal records checks' for people involved in 'child-related work' in Western Australia. People involved in employment (or voluntary work) in child-related work are required to undergo a 'Working with Children Check' and assessment, if any, of their criminal history.
If the person is approved they will be given an 'Assessment Notice and a Working with Children Card'. This process is being phased in over a five year period, commencing the first of January 2006.7
Further information about the 'Working with Children Check' can be obtained from:
Working with Children Screening Unit
Telephone: (08) 6217 8100 and Freecall: 1800 883 979 and
Email to: checkquery@dcd.wa.gov.au
The ACT, Northern Territory, and South Australia are currently considering new laws regarding screening people who will be working with children.8
It is crucial for organisations to maintain thorough pre-employment assessment and screening procedures, including clear position descriptions and selection criteria, structured job interview guides and suitable reference check processes.
To whom do the guidelines in this help sheet apply?
This help sheet applies to anybody who may come in contact with children, in a working or volunteer capacity, including:
The recruitment and screening process
By having a responsive, appropriate and accountable recruitment policy, organisations will ensure that their staff have been given the tools to recruit, screen and choose the most suitable candidates to work with the children in their care.
As every organisation has different employment needs and responsibilities, their employment policies and practices need to be tailored to suit their individual circumstances. The following suggestions and resources may be of assistance to organisations considering a review of their current procedures:
The pre-interview process
All job advertisements, position descriptions and application forms should provide sufficient information to inform potential candidates (including students on short-term placements) of the extent to which the position involves working with children. These forms should also mention that if selected, the candidate will be required to undergo a satisfactory national police records check (called a Records Check) and hold the appropriate authorised documentation.
Only applicants that have been short-listed or invited to attend an interview would normally be requested to undertake a Records Check.11 Prior to interviewing, the selected applicants (including internal applicants) should be provided with a copy of the police records check consent form (called Consent Form) applicable to the state or territory. This form could be included with the Position Description application information.
The appropriate Consent Form(s) would be available from the local 'Authorised Body'. The term 'Authorised Body' refers to the police or any other official agency responsible for arranging police national and/or suitability records checks, in each state or territory.
The post-interview process
Following the interview process and the selection of the preferred applicant, the organisation's usual screening and security checks should be conducted, for example referees and prior employment checks.
Depending on the screening process applicable to the relevant state or territory, the completed Consent Form of the person chosen for the position should also be submitted to the relevant Authorised Body. If the relevant state or territory has enacted legislation that governs this process, follow the provisions and regulations set out in the legislation.
Depending on whether the state or territory has legislation regulating the screening process, the organisation will be given the results of the Records Check, or they will be required to ensure that the chosen applicant has the appropriate approved documentation.
An applicant from overseas should be requested to contact the appropriate overseas authorities and obtain their own police records check. If an overseas police records check cannot be obtained, comprehensive referee checks should be arranged with persons who knew the applicant while they were overseas.12
Until the security and suitability assessments have been completed and (if applicable) the Records Check has been received and assessed to be satisfactory, the selected applicant must not be offered the position.
What if the Records Check discloses a court outcome or pending matter?
Every organisation should have a Records Check policy and procedures to be followed in the event that the Records Check discloses a court outcome or a pending matter. The organisation will have to make an assessment of the suitability of the applicant for the position. An applicant should not be automatically be excluded from the recruitment process on the basis of having a police record.
Clearly this is a very sensitive subject and each case will need to be considered on its merits. Organisations that are in any doubt about their legal (and moral) rights, obligations and responsibilities in this regard, should consult with the relevant associations or peak bodies and relevant state government department(s) and obtain appropriate legal advice.
These matters involve complex legal issues, and if not handled correctly may lead to a complaint being made against the organisation alleging criminal record discrimination. Complaints of this nature have been brought to the attention of the Human Rights and Equal Opportunity Commission.
While it is not unlawful to discriminate against a person on the grounds of a relevant result of a Records Check, the reasons for the decision must be able to be justified and documented. Similarly, the reasons for choosing the selected person for the position should also be justifiable and documented.
In the event that an applicants' Records Check discloses a court outcome or pending matter, the suitability of the applicant for the position will need to be assessed. The (Australian) Human Rights and Equal Opportunity Commission considered these issues in some detail. Their notes can be accessed at: www.hreoc.gov.au/human_rights/criminalrecord/on_the_record/ch5.html#5_6 (Section 5.9)
When an applicant has been unsuccessful and the decision was based on their Records Check result, where possible, the applicant should be given an opportunity to discuss the result of their Records Check with a senior officer in the organisation, and the reasons for the decision.13
If, after these discussions the applicant feels that an injustice has occurred, they should be referred to the appropriate Authorised Body. The applicant should not be given a copy of the Records Check. If they ask for a copy of the Records Check, they should be referred to the relevant Authorised Body to obtain a copy.14
Maintaining privacy and confidentiality
All the information and documentation obtained during interviews, security and reference checks are strictly confidential. They are subject to state and federal privacy laws and must be kept in a safe and secure location.
For example, in Victoria, the Records Check cannot be sent to another person (including the applicant) or organisation, or incorporated into a manual or electronic database or filing system. When the appointment has been made, all the Consent Forms, including the successful applicant's form, should be shredded or securely destroyed.15
State and territory departments responsible for protecting children
The National Child Protection Clearinghouse website at the Australian Institute of Family Studies (AIFS) provides details of and links to the various state and territory government departments responsible for handling child protection matters, as shown below:
| State | Government department | AIFS link to department details |
|---|---|---|
| ACT | Department of Disability, Housing and Community Services (Office for Children, Youth and Family Support) | www.aifs.gov.au/nch/resources/state.html#act |
| NSW | Department of Community Services | www.aifs.gov.au/nch/resources/state.html#nsw |
| NT | Department of Health and Community Services (Family and Children's Services) | www.aifs.gov.au/nch/resources/state.html#nt |
| QLD | Department of Child Safety | www.aifs.gov.au/nch/resources/state.html#qld |
| SA | Department for Families & Communities (Children, Youth and Family Services) | www.aifs.gov.au/nch/resources/state.html#sa |
| TAS | Department of Health and Human Services (Children, Youth and Family Services) | www.aifs.gov.au/nch/resources/state.html#tas |
| VIC | Department of Human Services (Child Protection & Juvenile Justice Branch) | www.aifs.gov.au/nch/resources/state.html#vic |
| WA | Department for Community Development | www.aifs.gov.au/nch/resources/state.html#wa |
Other useful information and links
The Australian Council for Children & Youth Organisations (ACCYO): This organisation was established in 2001 to develop standards and an accreditation process for organisations working with children. ACCYO has developed several draft standard forms to assist organisations complete the applicant assessment process.16 The Suitability Checks Self-Assessment Report is accessible at: www.accyo.org.au/checks_s_a.pdf and the Suitability Checks Standard (Victoria) is accessible at: www.accyo.org.au/checks_standard.pdf.
The Australian Institute of Family Studies (AIFS): This independent statutory authority promotes the identification and understanding of factors affecting marital and family stability in Australia. Through their National Child Protection Clearinghouse they provide information and research on the prevention of child maltreatment.
The National Child Protection Clearinghouse web address is at: www.aifs.gov.au/nch. Also, have a look at their 'Police Clearances and Checks' guide, which is accessible at: http://www.aifs.gov.au/nch/resources/police/policechecks.html.
EmployRight: The Department for Community Development and the Western Australian Council of Social Service (WACOSS) in co-operation with the not for profit sector, have produced a website with valuable information on recruitment, selection and screening of staff practices, for the WA not-for-profit sector.
The EmployRight website address is at: www.employright.org.au.
Child Wise: This not-for-profit organisation works to prevent, protect and reduce the sexual abuse and exploitation of children in Australia and overseas. Their 'Choose with Care' program aims to minimise the risk of child maltreatment occurring within organisations working with children. The program assists organisations improve screening, recruitment and management practices for staff and volunteers.
Their web address is at: www.childwise.net/our-vision.php.
Also have a look at the Child Wise handbook for parents, 'A Parent's Guide to Choosing Child Safe Organisations'. This guide is accessible at: www.childwise.net/a-parents-guide-to-choosing-child-safeorganisations. php.
Australian Childhood Foundation: This independent national charity aims to prevent child maltreatment and reduce the harm it causes to children, families and the community. They provide counselling services for children who have experienced maltreatment and family violence, and have a range of prevention, education, advocacy and research programs.
Their website is at: www.childhood.org.au.
The National Association for Prevention of Child Abuse and Neglect (NAPCAN): This independent charity produces national campaigns and distributes free resources that promote positive and practical actions to stop child maltreatment.
Their website is at www.napcan.org.au.
Also have a look at the NAPCAN 'Child Friendly Community Action Kit', accessible at: www.napcan. org.au/kit/index.html.
Endnotes
1 All reference to 'children' in this help sheet refers to 'children and young people', unless otherwise stated.
2 Australian Institute of Family Studies, Police Clearances and Checks, Victoria, www.aifs. gov.au/nch/policechecks.html, accessed 6 December 2005,
3 Department of Justice, Working with Children Check, Victoria, www.justice.vic.gov.au/ workingwithchildren, and Working with Children Check Information Pack, accessed 6 December 2005.
4 Victoria Police, Police Records Checks, Victoria, www.police.vic.gov.au/content.asp?Document_ ID=274 accessed 6 December 2005.
5 NSW Commission for Children and Young People, Working With Children Check, New South Wales, www.kids.nsw.gov.au/check/intro.html, accessed 6 December 2005.
6 Commission for Children and Young People and Child Guardian, Information Sheet: The Blue Card, Queensland, www.childcomm. qld.gov.au/pdf/bluecard/info_sheet_general.pdf, accessed 6 December 2005.
7 Department for Community Development, Working with Children Check: About WWC Checks, Western Australia, www.checkwwc.wa. gov.au/AboutWWCChecks/default.htm, accessed 6 December 2005.
8 Australian Institute of Family Studies, Police Clearances and Checks, Victoria, www.aifs.gov. au/nch/policechecks.html, accessed 6 December 2005.
9 Refer to their website at: www.kids.nsw.gov. au/childfriendly/people.html
10 Refer to their website at: www.childcomm.qld. gov.au/about/wwckit.html
11 The Human Rights and Equal Opportunity Commission, On the Record: Guidelines for the prevention of discrimination in employment on the basis of criminal record, ACT, www.hreoc. gov.au/human%5Frights/criminalrecord/on_the _record/ch5.html#5_5 (Section 5.5), accessed 6 December 2005.
12 Department of Human Services, Departmental policies and procedures, Victoria, www.dhs.vic. gov.au/srvc_agmnt/chpt53.htm, accessed 6 December 2005.
13 The Human Rights and Equal Opportunity Commission, On the Record: Guidelines for the prevention of discrimination in employment on the basis of criminal record, ACT, www.hreoc. gov.au/human%5Frights/criminalrecord/on_the _record/ch5.html#5_10 (Section 5.10), accessed 6 December 2005.
14 Department of Human Services, Departmental policies and procedures, Victoria, www.dhs. vic.gov.au/srvc_agmnt/chpt53.htm, accessed 6 December 2005.
15 Victoria Police: National Police Certificates Information Sheet: Procedure for Organisations, Victoria, www.police.vic.gov.au/files/documents/ 521_Info_Sheet_Procedure_For_Orgsjul05.pdf, accessed 6 December 2005.
16 Due to the recent implementation of legislation in Victoria and Western Australia, some aspects of these 'standard forms' may no longer be applicable.
DISCLAIMER
The information provided in this help sheet does not represent or intend to represent any form of legal advice and should
not be relied upon for this purpose. Before acting or relying on any of the information provided in this help sheet, or
applying these principles in different jurisdictions, their accuracy should first be confirmed with an appropriate legal or other
professional advisor.
Tom Reisner developed the help sheet (on which the above help sheet was based) as part of his Diploma of Community Services (Community Work) fieldwork placement with Our Community Pty Ltd. Tom previously worked in the insurance industry specialising in Professional Indemnity and Public Liability insurance.
NetAlert Limited is Australia's Internet safety advisory body and provides help and support for Australian parents and families on issues to do with safety on the Internet.
NetAlert was established by the Australian Government in late 1999 to provide independent advice and education on Internet safety and managing access to online content. NetAlert is funded by the Australian Government to provide people - particularly young people and parents - with information about the issues, risks and dangers associated with using the Internet.
It offers advice about how to minimise risks, avoid problems and use the Internet safely and responsibly. NetAlert works closely with Australian Government and state/territory agencies (particularly the Australian Communications and Media Authority), the Internet industry and community organisations to promote Internet safety.
For parents and the community
NetAlert provides an email and telephone helpline for the community to use which offers information and advice about the benefits and hazards of the Internet. It has a particular focus on providing children with safe access to the Internet. The helpline is accessible through a toll free national telephone number: 1800 880 176, an email address: enquiries@netalert.net.au or on the web: www.netalert.net.au/help.
The NetAlert website, www.netalert.net.au, is filled with advice and resources to download on Internet safety. Free materials such as a Parent's Guide to Internet Safety, Internet safety brochures, information sheets and family help sheets (contracts, house rules and contact sheets) for parents are freely available. The website provides a good starting point for parents seeking more information on Internet safety.
NetAlert has also recently developed a Parent's Internet Safety Toolkit. This interactive CD-Rom shows parents discussing Internet safety problems and solutions. The toolkit is filled with resources and advice to help parents create their own Internet safety strategy in the home.
The Parent's Internet Safety Toolkit can be ordered through the helpline (1800 880 176), or by email (enquiries@netalert. net.au) or an online version can be viewed at www.netalert.net.au/parents.
NetAlert distributes a monthly e-newsletter for parents on Internet safety. A feature article discusses a topical safety issue and snippets of recent news and events are included. The e-newsletter is a great way to stay up-to-date with Internet safety and can be easily subscribed to through the NetAlert website: www.netalert.net.au/01947-Newsletter.asp.
Young children's website - Netty's World
Netty is the star of a website designed to help young children learn about Internet safety. Netty lives on the Internet in Netty's World and guides children through a range of Internet safety issues via an online interactive - Netty's Net Adventure. There are five themes in the adventure for children to discover - Exploring the Net; Getting things off the Net; Using smart phones; Putting work on the Net; and Making friends on the Net.
Parents are encouraged to join children as they work through each theme and then to further develop via discussion, the Internet safety messages presented. Children make choices on Internet safety issues as they progress and five important forget-me-nots - Get Help, Be Nice, Think Again, Stay Safe and Secure and Protect What's Private are reinforced throughout the journey. Each theme has different levels of difficulty and there is even an 'all star quiz' included for experts! A number of fun and interactive games also exist at Netty's World. Each one reinforces the Internet safety messages presented in Netty's Net Adventure.
Children can also become members of Netty's Club where offline Internet safety materials and activities are provided free (via regular mail) on a regular basis. The club helps children stay reminded about important and relevant Internet safety messages in an enjoyable way.
Netty can be found online at: www.nettysworld.com.au and membership forms for the Netty's Club can either be obtained through the Netty's World website or the NetAlert helpline.
Programs for schools
www.netalert.net.au/schools
CyberSafe Schools is a program designed to assist schoolteachers educate students about safe and responsible use of the Internet. It is currently in its third year and has been created by NetAlert in response to the increasing use of the Internet in schools and the lack of curriculum material currently available on Internet Safety.
Phase 1 - teacher resource materials (2003-2004)
www.netalert.net.au/01723-Teacher-Planning-and-PD.asp
Phase one of the program provided teachers with reference materials and curriculum guidelines for teaching Internet safety in the classroom. A Teacher's Guide to Internet Safety, a quick reference guide and an Internet safety wall chart were distributed to every school in Australia and made available from the CyberSafe Schools website - www.netlert.net.au/schools.
The Internet Safety Wall Chart alerts teachers to the risks of using the Internet and provides advice and strategies they can use to minimise and manage those risks. It is designed to assist in the development of the skills students need to use the Internet safely. The information on the wall chart draws on state and territory curriculum documents and shows progression through the stages of schooling. The wall chart is double-sided so it can be used in both primary and secondary contexts.
The Teacher's Guide to Internet Safety treats the information on the wall chart in more detail. It contains information about the educational benefits of the Internet, advice about Internet safety and the curriculum, and the development of Internet safety skills at school that can also be transferred to Internet usage at home. It also provides extensive information about some of the potential risks for young people using the Internet and advises on strategies to reduce these.
The Internet Safety Quick Reference Guide, which is also included in a Teacher's Guide to Internet Safety, summarises the information on the wall chart. It is designed in a format that will allow copies to be easily made.
Phase 2 - resources for primary schools - CyberQuoll (2004 - 2005)
www.cyberquoll.com.au
Phase two of CyberSafe Schools, CyberQuoll, was created for Australian schools with primary aged students. It helps teachers educate young children about Internet safety in a fun and relevant way.
CyberQuoll contains six computer-based activities - one being a student quiz. Each activity focuses on an Internet safety issue that primary aged children are likely to encounter. Supported by the teacher, students are able to participate in the activities and learn valuable lessons about Internet safety. Educators are provided with teaching notes and student worksheets to ensure successful outcomes for students.
The activities covered by CyberQuoll include: communication, privacy, Internet content, online publishing and security. Example topics covered in the activities include cyber bullying, negative communication, scams and hoaxes, netiquette, and untrustworthy and unreliable Internet content. Each activity is independent of each other and can be used in any order allowing teachers to work only on a specific activity, or complete all the activities in the order they wish.
A CD-ROM, teacher's guide and support materials were created and delivered to every Australian school with primary aged students. Schools can use this resource on their own networks or use the online version found at www.cyberquoll.com.au.
Phase 3 - resources for secondary schools (2005 -2006)
The third phase of CyberSafe Schools is currently in development and will provide Internet safety resources to Australian schools with secondary aged students. Secondary school teachers will be able to educate their students about safe and responsible ways to use the Internet.
CyberSafe schools e-newsletter
To help teachers stay up-to-date with CyberSafe Schools an e-newsletter, 'CyberSafe Schools News' has been established.
The e-newsletter is of particular interest to teachers and school administrators who wish to stay informed about the program. Parents and carers are also welcome to join the list to learn more about Internet safety initiatives happening in Australian schools through CyberSafe Schools.
The newsletter can be subscribed to from the CyberSafe Schools website - www.netalert.net.au/schools.
Resources for librarians
www.netalert.net.au/library
NetAlert provides a number of resources for libraries. A Librarian's Guide to Internet Safety is a professional development resource, which promotes Internet safety in libraries - particularly highlighting the risks young people face and strategies librarians can use.
Along with the guide, an Internet safety tip stand is available which sits next to computers and lists ways in which Internet experiences can be made safer. Accompanying the stand is a 'computer wobbler' which is an attachment for a computer monitor. It is used to remind people about these tips.
All the materials are available for order through a special area of the NetAlert website - www.netalert.net.au/library which has been created specifically to help librarians with Internet safety. Relevant links and legislation for libraries are also included on this sub-site.
Community education - the NetAlert Expo
www.netalert.net.au/expo
The NetAlert Expo is a two-year Internet safety training and awareness program currently travelling around the Australia giving free Internet safety workshops and seminars in local schools and communities.
The aim of the NetAlert Expo is to educate people on Internet safety and to promote awareness in the community so that children can remain safer online. Expo events are organised for community groups with an Interest in Internet safety and are tailored to meet the needs of individual groups.
Interested members of the community can contact NetAlert to organise an Expo event or request online through the Expo website - www.netalert.net.au/expo
If you would like more information on any of the programs that NetAlert are currently are running or would like some more general advice on Internet safety, please contact the helpline on 1800 880 176, email enquiries@netalert.net.au or go to www.netalert.net.au/help.
AUSTCARE's PROTECT NOW Program provides a new opportunity for child protection specialists to assist displaced children in camps and communities.
The problem seems overwhelming. Currently, the world has 40 million people displaced as a result of war or natural disaster. Twenty million of them are children; equal to Australia's population.
Refugees and internally displaced people leave their homes seeking safety from disaster, persecution and violence. As they flee, children are often separated from their families, increasing their risk of exploitation, sexual violence and becoming child soldiers. Without family support, children can suffer malnutrition, neglect and abuse. Many displaced people have no option but to stay in refugee camps for years, even decades, unable to return home for fear of persecution or attack. Their displacement is often protracted by a lack of political will or international resources.
When governments are not able or willing to assist the displaced, the United Nations (UN) and humanitarian agencies step in. They do so in accordance with the Children's Convention, the Refugee Convention, International Human Rights and Humanitarian Law.
Aid agencies provide shelter, water, food, clothes and medical aid. They also carry out protection activities, such as registering separated children, creating 'child-safe' areas within refugee camps, reporting and advocating on child labour, educating families on child sexual abuse and assisting with the reintegration of child soldiers.
Despite continuing relief efforts, the spectrum of problems created by displacement remains huge. The UN was stretched to capacity long before the succession of natural disasters in 2005. Without adequate numbers of experienced protection staff, the UN has been challenged to provide immediate and effective aid to the most vulnerable: children, women, the disabled and the elderly.
AUSTCARE's PROTECT NOW Program
AUSTCARE has developed an initiative which seeks to address the protection gap. As a non-sectarian, Australian non-government organisation, AUSTCARE is using its expertise in displacement issues to support the UN operations by seconding protection experts overseas.
The aims of AUSTCARE's Rapid Response Register are twofold:
AUSTCARE's PROTECT NOW program is the only mechanism within Australia focused solely on the secondment of protection staff. The protection program is part of AUSTCARE's goal to make sustainable improvements to displaced and landmineaffected communities through emergency aid and development programs that reduce poverty and build local capacity.
AUSTCARE is seeking child protection specialists to join the Rapid Response Register. Secondment positions are immediate, short-term assignments, usually for six months. Locations vary according to field requirements.
AUSTCARE's Rapid Response Register is open to specialists with experience working with displaced, indigenous or other vulnerable communities, a thorough knowledge of child protection issues and tertiary qualifications in a relevant field.
For more information, please visit www.austcare.org.au or contact Kate Berry, Protection and United Nations Liaison Officer. Phone: (02) 9565 9111 or email: kberry@austcare.org.au
Program profile
The growing awareness of the prevalence of child abduction has sparked efforts to introduce strategies to respond to abduction incidences in the US Research conducted by the US Department of Justice in 1999 showed an estimated 12,100 children were reported missing and considered victims of non-family member abductions. Of these non-familial abductions, 115 cases were considered to be the most serious 'stereotypical kidnappings'. In addition, another 56,500 out of a population of 70.1 million children were recorded to be victims of family abductions (US Department of Justice 2002). In Australia, the Australian Bureau of Statistics reports that in the year 2003, 255 children under the age of 15 were abducted/kidnapped out of a population of nearly four million (ABS 2003). The statistics do not specify what type of abductions these were; consequentially, there is no way to distinguish whether these were classified as stranger kidnappings or family abductions.
One program that has been put into practice in the US in response to the occurrences of child abduction is the AMBER Alert. This program has been very successful in aiding the recovery of abducted children since it began operation almost ten years ago. Moreover, the AMBER Alert has served as a model for Australian and other international child abduction prevention plans (see Queensland Police Service - News and Alerts Child Abduction Alerts 2005).
The AMBER Alert began in 1996 when Texas media broadcasters joined with local law enforcement to create a public early warning system to aid in the recovery of abducted children. The AMBER Alert, which stands for America's Missing: Broadcast Early Response was named in remembrance of nine-year old Amber Hagerman who was abducted and murdered. The Alert acts by disseminating information to the public by means of the media through the use of radio, television and electronic highway signs. This information can include descriptions and pictures of the missing child, the suspected abductor, a suspected vehicle, and any other information available and valuable to identifying the child and suspect (US Department of Justice 2005b).
Each state remains in charge of its own AMBER Alert strategy, however, the US Justice Department has issued guidelines to aid in the coordinated efforts of each area to ultimately create a national network of cooperating plans. For an alert to be issued in the US it is recommended that the following criteria be met:
Where these criteria are met, it has been shown that an alert can be helpful in the recovery of the child. Accordingly, soon after an alert is issued an entire state and often the entire country is awoken to the immediate crisis, prompting the public to assist in the search for a missing child. Throughout its almost ten years of operation, the AMBER Alert has been credited in the successful recovery of over 200 children (US Department of Justice 2005a).
Since the occurrence of child abductions in Australia remains very rare, a child abduction recovery program has not been a high priority for Australian policy makers. Though it has been documented that abductions occur, those that can be classified as intra-familial abductions have been addressed in the family court system (Family Court of Australia 2005). Regardless of whether it is a familial or stranger abduction an appropriate response is required to safely recover the child. Queensland has recognised that a proportion of its children is affected each year and has been the first in Australia to develop a community-based response to the problem of recovering abducted children.
In December of 2004, Queensland introduced and began running Australia's first child abduction alert system, modelled on the US AMBER Alert and similar systems in Canada, and the United Kingdom The Queensland Police Service and Police Minister's Office developed this alert with assistance from the broadcast media. For an alert to be issued by police in Queensland the following criteria must be met:
Similar to the AMBER Alert, the Queensland system recruits the assistance of the community to aid in finding and safely recovering the missing child along with apprehending the offender. Under this system, law enforcement notifies the media and provides them with details of the child and the abduction. The media then breaks into normal radio transmissions with a dedicated alert tone and broadcasts the details of the abduction every 15 minutes until the alert is cancelled. The alert asks anyone in the public with information about the abduction to immediately contact police. If the child is not located within three to four hours the alert is cancelled and further media broadcasts are conducted through normal news services (Queensland Police Service - News and Alerts 2005).
The Queensland alert was initially developed for radio stations only. The intention was to expand at a later time to include television and other potential broadcasters who could distribute the information - such as taxi companies, lotto agents, and public transport services (Queensland Police Service - News and Alerts). The goal of the Queensland alert plan is to spread throughout the state and be a model for other states to follow in initiating their own plans (Premier of Queensland 2004). In August 2005 New South Wales followed in the wake of Queensland's actions and announced their intentions to launch their own child abduction alert following several recent kidnapping attempts (O'Neill 2005).
In addition to AMBER Alert type programs, Australia has put into practice many strategies to aid in the recovery of missing persons and children. The National Missing Persons Unit (NMPU), at the Australian Bureau of Criminal Intelligence in Canberra, is a governmental organisation that partners with police, non-government tracing organisations, community agencies, the business community and families and friends of missing people. Through these partnerships the NMPU coordinates and promotes a nationally integrated approach to reduce the incidence of missing persons in Australia. The NMPU brings together both police officers involved in missing persons units and advisory organisations such as the Salvation Army and the Australian Red Cross to cooperate in the effort to locate missing persons. In addition, National Missing Persons Week is held each year to increase public awareness of the issues associated with missing persons in Australia. This week is used to draw the attention of the public to both the ongoing search for missing persons and the roles they can play in returning them safely home (National Missing Persons Unit 2005).
The alert programs described in this article are designed to assist in the recovery of children following abduction. Alert programs are put in place as a safeguard, however it is hoped that an alert would never need to be issued. Programs designed to assist in recovery are the last resort in a continuum in which prevention is the greater emphasis. However, every year a proportion (albeit low) of children are abducted. The AMBER Alert program has been successful in aiding recovery of abducted children in the US. A similar program has already been implemented in one state in Australia and another has plans for implementation of their own alert program.
The key components of the US AMBER Alert program are that it involves simple agreements, is locally based, and nationally coordinated. This structure means that the potential outcome is significantly greater than the investment required to ensure the program's successful operation.
References
ABS 2003, Recorder Crime - Victims, Catalogue No. 4510.0, Australian Bureau of Statistics, Canberra.
Family Court of Australia (2005), Missing Children, www.familycourt.gov.au/presence/connect/www/home/about/missing_children/, accessed 1 August 2005.
National Center for Missing and Exploited Children (2005), About the Amber Alert Plan, www.missingkids.com/missingkids/servlet/PageServlet?LanguageCountry=en_US&PageId=1176, accessed 1 August 2005.
National Missing Persons Unit (2005), About the Unit, www.missingpersons.gov.au/about.htm, accessed 1 August 2005.
O'Neill, M., (2005) 'Alarm to target child stalkers', The Sunday Telegraph, 7 August, www.sundaytelegraph.news.com.au/story/0,9353,16176678-28777,00.html, accessed 9 August 2005.
Premier of Queensland, Queensland leads with child abduction alert 2004, www.thepremier.qld.gov.au/Community_Consultation/2004/Whitsundays.shtm#anchor3, accessed 1 August 2005.
Queensland Police Service - News and Alerts Child Abduction Alerts (2005), www.police.qld.gov.au/News+and+Alerts/alerts/caa, accessed 1 August 2005.
US Department of Justice (2005a), AMBER Alert: America's Missing Broadcast Emergency Response, www.amberalert.gov/, accessed 1 August 2005.
US Department of Justice (2005b), History of AMBER Alert, www.amberalert.gov/history.html, accessed 1 August 2005.
US Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention (2002), NISMART National Incidence Studies of Missing, Abducted, Runaway, and Thrownaway Children, research report prepared by A. J. Sedlak, D. Finkelhor, H. Hammer, and D. J. Schultz, Office of Juvenile Justice and Delinquency Prevention, Washington, D.C., October.
Melissa Aldana was in her final year of a Bachelor of Arts degree in Psychology and Government at Claremont McKenna College in Claremont, California at the time of writing. Melissa undertook an internship with the National Child Protection Clearinghouse in 2005. In 2004 she undertook an internship with the US Department of Justice in the office responsible for co-ordinating the national AMBER Alert efforts.
Over a hundred leaders in the fields of child protection and early childhood gathered at a forum in Brisbane (November, 2005) to discuss the role of sexuality education for preventing child sexual abuse. Family Planning Queensland (FPQ) organised the forum, which raised the profile of mounting evidence supporting sexuality education as a tool for preventing child abuse.
Children who are well informed about sexuality may be less vulnerable to exploitation and abuse (Briggs 1991; Queensland Crime Commission and Queensland Police Service 2000). Child safety advocate, and former Senior Australian of the Year, Professor Freda Briggs, believes sexuality education should start during infancy.
To protect these children we have to provide age appropriate sexuality education and honest information about what constitutes acceptable and unacceptable behaviour. For too long we have been giving children hints, expecting them to take giant cognitive steps to transfer those hints to the wide variety of abusive situations in which that may find themselves (Briggs 1996 cited in Family Planning South Australia, Intellectual Disability Services Council South Australia and Child and Youth Health 1996).
At a recent forum in Brisbane, Ignorance is not Innocence: Why talk about sexuality and prevention of sexual assault in the early years? organised by Family Planning Queensland, C & K (formerly the Creche and Kindergarten Association), and Queensland University of Technology's School of Early Childhood, Professor Briggs spoke about sexuality education in the early years: It is '... a gradual and natural unfolding of information that is developmentally appropriate'.
Sexuality education is an important part of protecting children from abuse. In the Queensland Crime and Misconduct Commission 2004 literature review Child-focused sexual abuse programs: How effective are they in preventing abuse?, Sanderson (2004) stated that child abuse prevention programs should provide children with appropriate sexuality education and clearly define sexual abuse.
Education and access to resources on self-protection and sexuality can reduce the risk of sexual assault. Research shows that positive messages about sexuality and participation in a comprehensive self-protection program (that is reinforced at home) may protect children from experiencing sexual assault (Briggs 1991; Finkelhor et al. 1995; Smallbone and Wortley 2000).
Finkelhor, Asdigian and Dziuba-Leatherman (1995) reported that exposure to a prevention program was associated with increased knowledge of sexual abuse and preventative skills, and increased likelihood of disclosure following victimisation. More comprehensive parental instruction was also associated with increased knowledge levels, the use of self-protection strategies and the likelihood of disclosing victimisations. However, there was no evidence to show that exposure to a prevention program was associated with reduced incidence of victimisation, injury or distress. That is, there was no evidence that increased knowledge actually enabled children to protect themselves from unwanted sexual contact.
In a research study examining the characteristics and modus operandi of child sexual abuse offenders, Smallbone and Wortley (2000) identified behaviours used by children to prevent sexual contact with offenders and which of those strategies were successful in deterring or preventing sexual abuse on some occasions (p. 60). Assertive strategies such as telling an offender that the contact was unwanted were reported by offenders as being effective in preventing sexual contact. The implication for child abuse prevention programs is that programs that are able to teach children to respond assertively to unwanted sexual contact may prevent them from experiencing child sexual abuse.
Briggs (1991) described an evaluation of the US 'Protective Behaviours' (PB) program being provided to South Australian school students and the NZ 'Keeping Ourselves Safe' (KOS) program. The study compares the efficacy of the Protective Behaviours program (which does not mention sexuality or body parts) and the Keeping Ourselves Safe program (which does) in terms of knowledge transfer and children's selfreported safety strategies for 5-8 year olds. Briggs' study provided a comprehensive evidence-based rationale for the importance of incorporating sexuality education in child abuse prevention programs.
Briggs reported that:
Briggs concluded that 'if we are sincere in our wish to protect children from the risk of sexual abuse, this will necessitate a reduction in the use of abstract and vaguely defined concepts and ... the incorporation of ageappropriate sex-education and honest communication' (p. 71).
The Queensland Crime Commission and Queensland Police Service (2000) argued that 'preventing child sexual abuse before it occurs is the most important response to the problem. Education programs are one way of achieving this. By increasing the level of awareness in the general community, and particularly among children, of the danger posed by child sex offenders and of methods used by them to offend, children can be provided with basic protective strategies' (p. 106).
Talking clearly and accurately is essential. Showing young children that parents or carers or early childhood workers are not ashamed or embarrassed about sexuality, helps children learn that they can talk with trusted adults. It is important for young children to learn about body parts, healthy relationships and consensual adult expressions of intimacy. Age-appropriate education involves teaching children the correct names for and functions of their body parts and teaching them to care for, respect, and protect their bodies. It means talking with them about 'healthy' touch. It does not involve talking about 'monsters', 'bad people', 'down there' and 'those bits'. Age-appropriate education is clear, accurate, positive and protective.
Children cannot be expected to define unhealthy sexuality unless they can define healthy sexuality. Children who receive comprehensive sexuality education from an early age are more likely to:
Not talking about sexuality can reinforce the secrecy that surrounds sexual abuse. Refusing to directly refer to sexual activity or body parts perpetuates the message that sexuality is something to be ashamed or embarrassed about. Chillingly, studies show that sexual offenders target families where open communication about sexuality and self-protection is minimal (Budin and Johnson 1989 cited in Family Planning South Australia et al. 1996). Communicating to children about sexual abuse and sexual appropriateness is the challenge and the responsibility of the network of adults who support them.
Research shows that the average age of child sexual abuse victims is nine years when he or she is first sexually assaulted (Queensland Crime Commission and Queensland Police Service 2000). This raises the question: when should prevention start and what does prevention look like?
In most other areas of knowledge we try to enlighten children ... not so with sexuality. Far from providing enlightenment we evade, remain silent, we put children off by saying they are not old enough to understand, we provide partial and misleading information, or we tell downright lies.... As in other skills and meaning that children acquire, they need a gradual and encouraging process of explanation and support for the sexual meaning (Goldman and Goldman 1988).
Despite being completed more than a decade ago, the research described in this paper by Briggs (1991) appears to have had little take-up by policy makers. If we talk about water when we do water safety, fire when we do fire safety, roads when we do road safety, why do we not talk about sexuality when we discuss the prevention of sexual abuse?
References
Briggs, F. (1991), 'Child protection programs: Can they protect young children?', Early Child Development and Care, vol. 67, pp. 61-72.
Family Planning Queensland (2005), Communicating about sexuality with children, Family Planning Queensland, Brisbane.
Family Planning Queensland (2005), 'I Can' - Promoting Self Protection Posters, Family Planning Queensland, Brisbane.
Family Planning South Australia, Intellectual Disability Services Council South Australia & Child and Youth Health (1996), A family approach to protective behaviours for children with special needs, Family Planning South Australia Inc., Adelaide.
Finkelhor, D., Asdigian, N. & Dziuba-Leatherman, J. (1995), 'The effectiveness of victimization prevention instruction: An evaluation of children's responses to actual threats and assaults', Child Abuse and Neglect, vol. 19, no. 2, pp. 14-153.
Gallagher, B. (1999), 'The abuse of children in public care', Child Abuse Review, vol. 8, no. 3, pp. 357-365.
Goldman, R. J. & Goldman, J. D. (1988), Show me yours! Understanding children's sexuality, Penguin Books, Ringwood.
Office for Children, Victorian Government Department of Human Services, Melbourne (2005), Protecting children: The next steps, Office for Children, Victorian Government Department of Human Services, Melbourne.
Queensland Crime and Misconduct Commission (2004), Protecting children: An inquiry into abuse of children in foster care, Queensland Crime and Misconduct Commission, Brisbane.
Queensland Crime Commission & Queensland Police Service (2000), Project AXIS, Volume 1, Child sexual abuse in Queensland: The nature and extent, Queensland Crime Commission and Queensland Police Service, Brisbane.
Queensland Government (1999), Queensland Government response to recommendations of the Commission of Inquiry into abuse of children in Queensland institutions, Brisbane, Queensland Government.
Sanderson, J. (2004), Child-focused sexual abuse prevention programs: How effective are they in preventing child abuse?, Crime and Misconduct Commission, Brisbane.
Sexuality Information and Education Council of the United States (1995), Right from the start: Guidelines for sexuality issues - birth to five years, SIECUS, New York.
Smallbone, S. & Wortley, R. (2000), Child sexual abuse in Queensland: Offender characteristics and modus operandi, Queensland Crime Commission and Queensland Police Service, Brisbane.
Holly Brennan is the Family Planning Queensland Program Manager. Family Planning Queensland is a leading provider of sexual
and reproductive health services in Queensland.
A copy of Freda Briggs' paper for the Wendy Darvill forum and other resources on early childhood sexuality education are available
at www.fpq.com.au
Book review
The Australian Childhood Foundation is a national charity that provides programs for parents and children with the aim of promoting child protection and wellbeing throughout Australia (Australian Childhood Foundation 2003). The Australian Childhood Foundation recently published a book that explores the experiences of maltreated children through stories and drawings. The book, Heart Felt: A collection of children's experiences and stories of abuse, recovery, and hope, offers a unique and moving insight into the minds of children subject to abuse and trauma (Australian Childhood Foundation 2005). As part of a wider intitiative - the 'Play Your Part - Stop Child Abuse' program - this booklet was developed by the Australian Childhood Foundation with the support of the National Research Centre for the Prevention of Child Abuse at Monash University.
Di Leo (1970) and Piaget and Inhelder (1967; 1969) have observed that a child draws what he or she knows, not necessarily what he or she sees, and that a child's pictorial expression is coloured by feelings. Di Leo (1970) also stated that children reveal information through the subject or content of their drawings, and through the lines they use to create their images (for a review of the usefulness of children's drawings as therapeutic tools see Veltman and Brown, 2002). Similarly, the Australian Childhood Foundation (2005) recognises that observing a child's drawing assists in understanding the meaning a child attaches to particular experiences, events, and people in their lives.
Children who attended specialised trauma counselling through the Australian Childhood Foundation contributed the drawings contained in Heart Felt. The drawings are particularly moving, and sensitively illustrate the strength and courage the young contributors possess.
Heart Felt is comprised of four sections. The first, 'Abuse and trauma', acknowledges that abuse often leads children to feel confused, scared, and abandoned. Contributions including Rebecca's picture of a crying child who cannot speak, Fred's illustration of a confused and frightened boy who does not understand his circumstances, and Stella's image of isolation and rejection, poignantly reveal the perspective of a child amid such trauma and devastation.
The second section, 'Recovery', explains that through support and counselling, an abused child comes to see the 'truth' of their abuse, namely that it is not their fault and that they are not to blame. During such a tumultuous time, children may express feelings of anger, fear and confusion; however, the Australian Childhood Foundation explains that the object of engaging in counselling is to slowly rebuild a child's sense of self and to allow them to be a child again. Sasha, a 15-year old girl sexually abused by her step father, symbolises her path to recovery through the emergence of a few green leaves on a dark and foreboding looking tree, and Bevan, an eight-year old boy who experienced a difficult family breakdown, indicates his wishes for recovery in an 'I wish ...' diagram.
The third section, 'Hope', documents the way hope can lead to change. The Australian Childhood Foundation (2005) explains that children can experience hope when they feel 'anchored in the present and trust in the future'. Hope is present when a child can look forward to special occasions in the knowledge that they are safe, and hope is present in a child's realisation that their memories of trauma and abuse are no longer all- encompassing. Cynthia, a 16-year old girl who carried the secret of abuse for over ten years, symbolises her experience of regaining hope as a tortoise coming out of its shell. The Australian Childhood Foundation suggested that the tortoise motif is indicative of the 'slow and steady' healing process following childhood abuse and trauma.
The final section of Heart Felt, entitled 'Play your part', calls on the community to act. This section outlines steps anyone can take to enhance the wellbeing and protection of children. 'Play your part' is divided into several sections, including 'what you can do for children', 'what you can do for parents', and 'what you can do in your community'. In 'Play your part', The Australian Childhood Foundation encourages each one of us to trust our judgement, appreciate the insights of children, be a support person for a stressed parent, raise awareness of child abuse, and ensure organisations that have contact with children are 'child safe'.
The purpose and message of Heart Felt is clear. However, it would have been useful to read about how the Australian Childhood Foundation uses drawing as a therapeutic tool with children such as those whose stories are contained in this book. Similarly, a brief exploration of the theory behind using children's drawings as interpretive and rapport building tools would have been an interesting addition.
As other sources have documented, using children's drawings as a means of understanding and interpreting their experiences can be very valuable, especially where children may not yet have the cognitive capacity to express themselves in speech or writing (Di leo, 1970; Veltman and Brown 2000; 2001). This point is particularly relevant in relation to maltreated children who have been found to experience developmental delays in language (Veltman and Browne 2001).
In summary, Heart Felt is a moving compilation of text and imagery that illustrates the turmoil and difficulty abused and neglected children experience. Through illustrations Heart Felt manages to sensitively document the healing process a child moves through in order to know the 'truth' of their abuse and trauma. Finally, practitioners and parents alike should find Heart Felt an insightful tool in exploring a child's perspective on abuse, recovery and hope, as this book is confirmation that the thoughts and experiences that children may not be able to communicate in words, are most apparent in the drawings they create.
References
Australian Childhood Foundation (2003), Australian Childhood Foundation, www.aaca.com.au, accessed 25 November 2005.
Australian Childhood Foundation (2005), Heart Felt: A Collection of Children's Experiences and Stories of Abuse, Recovery and Hope, Australian Childhood Foundation, Melbourne.
Di Leo, J. (1970), Young Children and Their Drawings, Brunner/Mazel, New York.
Piaget, J. & Inhelder, B. (1967), The Child's Conception of Space, Norton & Company, New York.
Piaget, J. & Inhelder, B. (1969), The Psychology of the Child, Basic Books, New York.
Veltman, W. M. & Browne, K. D. (2000), 'Pictures in the classroom: Can teachers and mental health professionals identify maltreated children's drawings?', Child Abuse Review, vol. 9, no. 5, pp. 328-336.
Veltman, W. M. & Browne, K. D. (2001), 'Three decades of child maltreatment research: Implications for the school years', Trauma, Violence, Abuse, vol. 2, no. 3, pp. 215-239.
Veltman, W. M. & Browne, K. D. (2002), 'The assessment of drawings from children who have been maltreated: A systematic review', Child Abuse Review, vol. 11, no. 1, pp. 19-37.
Prue Holzer is a Research Officer with the National Child Protection Clearinghouse at the Australian Institute of Family Studies.
Conference highlight
In October 2005, the Centre for Excellence in Child and Family Welfare and CAFWAA (Child and Family Welfare Association of Australia) held the 2005 National Symposium - 'Their Lives, Our Work: Critical questions for practice in child, youth and family services'.
The conference organisers should be congratulated on the success of the symposium. The program was very informative and included many excellent presenters, such as:
The study by Paul Delfabbro and Alexandra Osborn is an important piece of new research in Australia and is the feature paper for this edition of the Child Abuse Prevention Newsletter Conference Highlights.
Children with high support needs in Australian out-of-home care: a national profile study
Delfabbro, P. and Osborn, A.
University of Adelaide
The sample in this study was 364 children in care from four Australian states. The children included in the study were selected on the basis of having two or more placement breakdowns (or a breakdown within four months of entering care) as a result of the child's behaviour problems. Case file reviews and interviews were conducted to gather information. The sample was evenly split in terms of child gender, approximately 18 per cent of the children were Aboriginal or Torres Strait Islanders, and the average number of placements per child was between 12 and 13. The majority of children experienced between two and five placement breakdowns due to the child's behaviour, most children needed both physical and psychological attention for health problems and 34 per cent of the sample had been suspended from school at least once.
Beyond the continuum: international service and intervention models for children with significant emotional
and behavioural problems
Delfabbro, P. and Osborn, A.
University of Adelaide
In this study the authors undertook an international review of out-of-home care intervention models for children with significant emotional and behavioural problems. In order to complete this study the authors conducted an extensive literature review, an internet search to identify programs and site visits for intervention programs in the UK, US, Sweden, Canada and Australia. The study has resulted in a database of more than 750 programs. The authors reported that, broadly:
The Australian approach to out-of-home care is most similar to the UK approach of the countries studied.
Full copies of these presentations, and others from the conference can be downloaded from: www.cwav.asn.au/news/RecentEvents.html#Symposium
Leah Bromfield is Assistant Manager of the National Child Protection Clearinghouse and Research Fellow at the Australian Institute of Family Studies.