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Making a Difference Mandated Reporter Instructor Guide
 


       MAKING A DIFFERENCE:
       Mandate to Report, Responsibility to Prevent
       Child Abuse & Neglect


                 TRAIN-THE-TRAINER AGENDA
                         9:30 a.m. – 3:30 p.m.


       •   Welcome

       •   Purpose / Overview / Outcomes

       •   Active Learning

       •   Quiz - Child Maltreatment Reporting and Prevention

       •   About Abuse and Neglect Module

       •   Responsibility to Prevent Module

       •   Lunch

       •   Small Group Practice

       •   Next Steps / Wrap-Up

	
  
	
  
	
  
TABLE OF CONTENTS
Tab 1:
Making a Difference Train-the-Trainer Overview
“Imagine” Ice Breaker Exercise
Train-the-Trainer Agenda
Making a Difference Train-the-Trainer Session Purpose and Outcomes

Tab 2:
Welcome/Icebreaker Instructor Module

Tab 3:
Purpose/Outcomes Instructor Module
Suggested Agenda: Making a Difference Local Workshop
Participant Handout – Local Workshop Learning Outcomes
Participant Handout – Making a Difference PowerPoint Slides
Child Maltreatment Reporting and Prevention – Quiz and Answer Key

Tab 4:
About Abuse and Neglect Instructor Module
Participant Handout – Parental and Family Factors that May Lead to Maltreatment
Participant Handout – Indicators of Possible Child Maltreatment
Participant Handout – Links to Additional Information

Tab 5:
Who Must Report Instructor Module
Participant Handout – Who Must Report

Tab 6:
Disclosure Instructor Module
Mandated Reporter Disclosure Job Aid
Participant Handout – Types of Disclosures
Participant Handout – What to do When a Child or Adult Discloses
Participant Handout – What NOT to Say when Someone Discloses to You

Tab 7:
What Happens When You Make a Report Instructor Module
Participant Handout – What Happens When You Make a Report
Reporting Suspected Abuse or Neglect in WV – Flow chart

Tab 8:
Responsibility to Prevent Instructor Module
Participant Handout – Circles of Caring / Protective Factors that Prevent Child Maltreatment

Tab 9:
Reaching Out Instructor Module

Tab 10:
Action Plan/Close Instructor Module
Making a Difference Evaluation Form
Training Session Feedback Form
TAB 1




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Overview
Thank	
  you	
  very	
  much	
  for	
  doing	
  your	
  part	
  to	
  prevent	
  child	
  abuse	
  and	
  neglect.	
  	
  Through	
  your	
  
efforts,	
  more	
  children	
  will	
  grow	
  up	
  in	
  nurturing	
  homes	
  and	
  communities	
  that	
  support	
  their	
  
healthy	
  development,	
  which	
  helps	
  all	
  of	
  us	
  succeed.	
  
Making	
  a	
  Difference:	
  Mandate	
  to	
  Report,	
  Responsibility	
  to	
  Prevent	
  Child	
  Abuse	
  &	
  Neglect	
  is	
  a	
  
comprehensive	
  training	
  session	
  for	
  mandated	
  reporters	
  of	
  suspected	
  child	
  abuse	
  and	
  
neglect	
  including	
  child	
  care	
  workers,	
  educators,	
  law	
  enforcement,	
  clergy,	
  medical	
  
professionals	
  and	
  others	
  who	
  are	
  legally	
  mandated	
  to	
  report	
  suspected	
  abuse	
  or	
  neglect.	
  
Other	
  concerned	
  citizens,	
  while	
  not	
  always	
  mandated	
  to	
  report,	
  are	
  interested	
  in	
  learning	
  
of	
  child	
  maltreatment	
  prevention	
  and	
  reporting	
  measures.	
  Many	
  mandated	
  reporters	
  
understand	
  the	
  importance	
  of	
  reporting	
  and	
  preventing	
  child	
  maltreatment,	
  but	
  may	
  feel	
  
they	
  do	
  not	
  have	
  the	
  knowledge	
  to	
  do	
  so.	
  This	
  training	
  is	
  designed	
  to	
  provide	
  participants	
  
with	
  the	
  information	
  needed	
  to	
  recognize,	
  report	
  and	
  prevent	
  child	
  maltreatment.	
  
Child	
  maltreatment	
  is	
  a	
  devastating	
  social	
  problem	
  affecting	
  millions	
  of	
  children	
  and	
  
families	
  each	
  year	
  in	
  the	
  United	
  States.	
  Tens	
  of	
  thousands	
  of	
  reports	
  are	
  made	
  to	
  child	
  
protective	
  services	
  (CPS)	
  each	
  year.	
  Young	
  children	
  are	
  particularly	
  vulnerable.	
  

It	
  is	
  estimated	
  that	
  the	
  direct	
  and	
  indirect	
  cost	
  of	
  child	
  maltreatment	
  in	
  the	
  United	
  States	
  
exceeds	
  $103	
  billion	
  annually.	
  	
  The	
  effects	
  of	
  child	
  maltreatment	
  upon	
  the	
  social,	
  cognitive	
  
and	
  emotional	
  development	
  of	
  children	
  can	
  be	
  far-­‐reaching	
  and,	
  in	
  many	
  cases,	
  irreparable.	
  	
  
Child	
  maltreatment	
  is	
  not	
  caused	
  by	
  a	
  single	
  factor,	
  but	
  by	
  multiple	
  factors	
  related	
  to	
  the	
  
individual,	
  family,	
  community,	
  and	
  greater	
  society.	
  Neighborhood	
  and	
  community	
  factors,	
  
including	
  societal	
  values	
  and	
  beliefs,	
  influence	
  the	
  incidence	
  of	
  child	
  maltreatment.	
  
Neighborhoods	
  characterized	
  by	
  residential	
  turnover,	
  poverty,	
  significant	
  unemployment,	
  
violence,	
  lack	
  of	
  accessible	
  and	
  effective	
  community	
  resources,	
  and	
  lack	
  of	
  social	
  
relationships	
  and	
  trust	
  between	
  neighbors	
  can	
  create	
  high-­‐risk	
  environments	
  for	
  families	
  
who	
  are	
  already	
  experiencing	
  a	
  number	
  of	
  stressors	
  and	
  risk	
  factors.	
  Additionally,	
  cultural	
  
values	
  and	
  beliefs,	
  including	
  societal	
  tolerance	
  and	
  promotion	
  of	
  violence,	
  acceptance	
  of	
  
corporal	
  punishment,	
  and	
  the	
  lack	
  of	
  social	
  and	
  economic	
  support	
  for	
  children	
  and	
  families,	
  
may	
  impair	
  parental	
  ability	
  to	
  adequately	
  nurture	
  and	
  protect	
  their	
  children.	
  
This	
  training	
  is	
  also	
  intended	
  to	
  reinforce	
  the	
  Strengthening	
  Families	
  approach	
  developed	
  
by	
  the	
  Center	
  for	
  the	
  Study	
  of	
  Social	
  Policy	
  and	
  can	
  help	
  individuals	
  to	
  know	
  when	
  and	
  how	
  
to	
  facilitate	
  a	
  family's	
  linkage	
  to	
  assistance	
  and	
  support	
  before	
  child	
  maltreatment	
  occurs.	
  
Child	
  maltreatment	
  is	
  not	
  inevitable;	
  it	
  is	
  preventable.	
  
This	
  training	
  is	
  made	
  possible	
  with	
  financial	
  support	
  from	
  the	
  West	
  Virginia	
  Children’s	
  
Trust	
  Fund,	
  the	
  West	
  Virginia	
  Department	
  of	
  Health	
  &	
  Human	
  Resources,	
  and	
  the	
  Claude	
  
Worthington	
  Benedum	
  Foundation.	
  	
  Their	
  generous	
  support	
  is	
  greatly	
  appreciated.	
  

The	
  training	
  curriculum	
  is	
  also	
  adapted	
  from	
  a	
  similar	
  curriculum,	
  FACES	
  of	
  Prevention	
  
Promises	
  to	
  Keep:	
  The	
  Mandate	
  to	
  Report,	
  The	
  Opportunity	
  to	
  Prevent,	
  developed	
  by	
  Prevent	
  
Child	
  Abuse	
  Georgia,	
  who	
  designed	
  the	
  original	
  concept	
  and	
  graciously	
  allowed	
  us	
  to	
  use	
  
their	
  materials	
  in	
  West	
  Virginia.	
  	
  
"Imagine"
     By James A. Mercy, NCIPC, Centers for Disease Control (CDC)



Imagine if today.... the Surgeon General announced that a newly diagnosed
disease is attacking our country's children.

He predicts that if the disease is allowed to spread unchecked, it will soon
infect almost 3 million children a year, making it more widespread than any
other health problem for children.

If a vaccine cannot be developed, he says, the country will have to spend
billions of dollars each year in treatment efforts to combat the effects of the
disease.

Many children will carry the scars of the disease for the rest of their lives,
and may well pass the infections on to their own children.

If the Surgeon General made this announcement today, wouldn't we
immediately assign the best minds in our country to research ways of
preventing the spread of such a devastating disease?

And, if someone discovered an effective vaccine, wouldn't we be willing to
spend whatever it cost to vaccinate every child in our society?

Isn't that just what we did when polio was first diagnosed?

There is such a problem attacking our country's children: Its name is child
abuse and we have a responsibility, for the sake of our children to protect
them from it.



That's why we are here today! To talk about what we can do to
prevent child abuse before it happens!




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Making a Difference Train-the-Trainer Session Purpose and
Outcomes


Purpose
This program will prepare participants to conduct training sessions for mandated
reporters of child abuse & neglect using the "Making a Difference" curriculum developed
by Prevent Child Abuse WV, in conjunction with the WV Department of Health &
Human Resources.


Outcomes
By the end of the program, participants will be able to:

   •   Demonstrate knowledge of issues related to child maltreatment reporting and
       prevention,
   •   Demonstrate knowledge and application of adult learning methods to enhance
       participant application of training program content,
   •   Demonstrate familiarity with the Making a Difference curriculum.


Starter Questions

   •   What has brought you to this training?
   •   What strengths do you possess that will help you train others in how to report
       and prevent child maltreatment?


Action Plan Question

   •   What additional steps do you need to take to prepare yourself for facilitating
       Making a Difference training sessions?




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
TAB 2




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Welcome/Icebreaker Module
Goals
  • To create an inviting training atmosphere.
  • To encourage initial discussion of program content.
  • To facilitate a sense of community among participants.

Group size
   Large group for the welcome, then small groups (3-5 participants) for the
   icebreaker

Time
   4 minutes for the welcome, 10-11 minutes for the icebreaker.

Materials
  Slide 2

Process
   1. Welcome participants with a brief opening (no longer than 4 minutes):

       Use the following verbiage or some variation:

       “On behalf of Prevent Child Abuse West Virginia thank you for attending
       this training. As mandated reporters of suspected child abuse and neglect,
       you have a special role to ensure that children grow up safe. In addition,
       you may be in the best position to prevent abuse or neglect from
       happening in the first place. While there is a legal mandate to report
       suspected abuse or neglect, we have a moral responsibility to prevent it
       whenever possible.

       People sometimes ask, ‘Is it really possible to prevent child abuse?’ This
       workshop will answer this question by exploring ways that all of us as
       individuals, groups and communities can prevent child maltreatment by
       building protective factors or ‘Circles of Caring’ that support optimal child
       development, which research shows is essential.”


   2. After your introductory remarks, ask participants to break into small
      groups. Use the following verbiage or some variation:

       “I want you to begin working together to answer a few introductory
       questions about our topic. Please break into groups of 3 to 5, working with
       folks sitting close to you.”




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
3. Once participants are in their small groups, ask them to discuss the
      following questions (advance to icebreaker slide):

           •   What do you hope to learn in today’s session?
           •   What concerns do you have?
           •   Where does your commitment to children stem from?

   4. Allow participants to discuss the questions for approximately 5 minutes.
      After 5 minutes have expired, politely interrupt their discussion and
      express your interest in hearing what they learned in their brief
      conversations. Ask the first icebreaker question and solicit answers from
      participants. After hearing 5 to 6 answers, move to the second question
      and ask participants for what they said (or heard) in their small groups
      about concerns related to the training.

   5. Tell participants that during the session you will answer as many of their
      questions and address as many of their concerns as possible. Let them
      know that they can call Prevent Child Abuse West Virginia and the
      Department of Health and Human Resources with questions after the
      session.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
TAB 3




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Purpose/Outcomes Module
Goals
  • To provide an overview of the training session.
  • To establish expectations for participant learning.

Group size
   Large group

Time
   5 minutes

Materials
  Slides 3 and 4
  Handout Page 1

Process
   1. Tell participants that you want to share a “roadmap” of the session.

   2. Display Slide #3, give participants a moment to read it, and then verbally
      share its contents.

   3. Display Slide #4 and follow the same procedure.

   4. Let participants know that their participation will be key to the
      accomplishment of the session’s purpose and outcomes.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
Suggested Agenda—Making a Difference Local Workshop
	
  

0:00—0:15            Welcome/icebreaker
0:15—0:20            Purpose/outcomes
0:20—0:40            About Abuse & Neglect

                     •   Section 1 video segment
                     •   Slides
                     •   Group exercise—Signs and indicators


0:40—0:45            All About Reporting— Who Must Report

                     •   Section 2 video segment
                     •   Who must report
                     •   Common questions


0:45—0:55            Disclosure

                     •   Review of job aid


0:55—1:00            Break


1:00—1:10            What Happens When You Make a Report

                     •   Textra activity
                         o How do you make a report?
                         o What happens when you make a report?


1:10—1:20            Responsibility to Prevent

                     •   Introductory slides
                     •   Section 3 video segment


1:20—1:50            Reaching Out

                     •   Section 4 video vignettes with large group discussion


1:50—2:00            Action plan/close


Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Making a Difference Local Workshop Learning Outcomes


Workshop Purpose

       This workshop will explore how to identify and report suspected abuse and
neglect, and examine ways to build protective factors that prevent child abuse and
neglect.



Learning Objectives

   Participants will be able to:

   o Demonstrate knowledge of signs of child abuse and neglect.
   o Demonstrate understanding how to report suspected child abuse and neglect.
   o Identify research-based protective factors that prevent child maltreatment.


Learning Process

       This workshop will use a combination of brief lecture, small group work and
discussion of DVD footage with examples of various real-life scenarios.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
MAKING A DIFFERENCE
 Mandate to Report, Responsibility to Prevent
 Child Abuse & Neglect




                                                1	
  




           Let’s get started…

 What do you hope to learn in today’s
  session?
 What concerns do you have?

 Where does your commitment to children
  stem from?


                                                2	
  




                 Overview

 This workshop will explore how to identify
 and report suspected abuse and neglect,
 and examine ways to build protective
 factors that prevent child abuse and
 neglect.



                                                3	
  




                                                        1	
  
Learning Objectives

 Demonstrate knowledge of signs of child
  abuse and neglect.
 Demonstrate understanding how to report
  suspected child abuse and neglect.
 Identify research-based protective factors
  that prevent child maltreatment.

                                               4	
  




   About Child Abuse and Neglect


                Section 1.
          About Abuse & Neglect




                                               5	
  




                                                       2	
  
Facts about Child Maltreatment

 130 years since first recognition of child
  abuse in U.S.
 Child maltreatment remains a serious
  problem in U.S.




                                                           7	
  




     Adverse Childhood Experiences
     (ACEs) have long-term effects.

Increased risk for:
 Alcoholism             Heart disease
 Depression             Liver disease
 Domestic               School Drop Out
  violence               Smoking
 Drug abuse             Suicide attempts
                                                           8	
  




  Facts about Child Maltreatment


 The estimated costs of treating the effects
 of child maltreatment are over $103 billion
 per year.
                        (Source: Prevent Child Abuse America)




                                                           9	
  




                                                                   3	
  
Facts about Child Maltreatment

In the nation (2010)
 3.3 million CPS referrals of child maltreatment.
 695,000 child victims.
 Over 75% of all substantiated maltreatment is
  neglect
 Over 80% of perpetrators are parents
 Nearly 80% of deaths are < 4 years old.

                                                                                                                                            10	
  




  Facts about Child Maltreatment

In West Virginia (2010)
 32,244 CPS referrals.
 4,133 substantiated cases.
 3,961 child victims.
 8 children died.



                                                                                                                                            11	
  




   Child Abuse is Declining in WV

                                                                   Total	
  Vic(ms	
  
                           9,000	
          8,158	
  
                           8,000	
                         7,213	
  
                           7,000	
                                          6,143	
  
                           6,000	
                                                          5,300	
  
   #	
  of	
  Vic(ms	
  




                           5,000	
                                                                            4,978	
  
                           4,000	
                                                                                              3,961	
  
                           3,000	
  
                           2,000	
  
                           1,000	
  
                                 0	
  
                                         2005	
         2006	
           2007	
          2008	
         2009	
            2010	
  


                                                                                                                                            12	
  




                                                                                                                                                     4	
  
What are some potential
warning signs and indicators?




                                13	
  




       Mandate to Report


              Section 2.
         All About Reporting




                                14	
  




                                         5	
  
Who Must Report
                     WV Code §49-6A-6


  school teachers and other      law enforcement officials
   school personnel               circuit court judges, family
  social service workers          court judges, or
  child care or foster care       magistrates
   workers                        humane officers
  medical, dental or mental      members of the clergy
   health professionals           Christian Science
  emergency medical               practitioners
   services personnel             religious healers

                                                            16	
  




         New Mandated Reporters
            Who Must Report
             Per SB 161 (effective June 8, 2012)


 youth camp administrator or counselor

 employee, coach or volunteer of an entity
  that provides organized activities for children

 commercial film or photographic print
  processor

                                                            17	
  




   Additional Requirements Regarding
      Child Sexual Abuse Reporting
              Per SB 161 (effective June 8, 2012)


 Any person over 18 who receives a disclosure
  from a credible witness or observes any sexual
  abuse or sexual assault of a child shall report
  the circumstances or cause a report to be made
  to the Department or the State Police or other
  law-enforcement agency having jurisdiction.
 Reports shall be made immediately and not
  more than 48 hours after receiving such a
  disclosure or observing the sexual abuse.

                                                            18	
  




                                                                     6	
  
Additional Requirements Regarding
     Child Sexual Abuse Reporting
              Per SB 161 (effective June 8, 2012)


  If the reporter feels that reporting the alleged sexual
   abuse will expose themselves, the child, the
   reporter's children or other children in the subjects
   household to an increased threat of serious
   bodily injury, the individual may delay making the
   report while he or she undertakes measures to
   remove themselves or the affected children from the
   perceived threat of additional harm.
  The individual must make the report as soon as
   practical after the threat of harm has been reduced.

                                                        19	
  




What should you do when a
parent or child discloses?




                                                        20	
  




      How do you make a report?

 You should contact CPS whenever you
  reasonably suspect a child has been abused or
  neglected or is subject to conditions where
  abuse or neglect is likely to occur.
 CPS will accept your report and determine “Is
  the child safe or does the child need protected?”



                                                        21	
  




                                                                 7	
  
To Whom Do You Report?


WV Child Abuse and Neglect Hotline
                1-800-352-6513
         24 hours a day - 7 days a week
For serious physical abuse and sexual abuse, also contact
          the state police and local law enforcement.


                                                       22	
  




       Responsibility to Prevent


  “No epidemic has ever been resolved by
  paying attention to the treatment of the
  affected individual.”
                               -- George W. Albee, Ph.D.




                                                       23	
  




            Protective Factors:
        A New Prevention Framework

 Suitable for universal, positive approach to
  families (no “risk” factors or deficit approach)

 Easily communicated to all audiences

 Based on hard evidence




                                                       24	
  




                                                                8	
  
Responsibility to Prevent


         Section 3.
What Child Abuse Prevention
        Looks Like




                              25	
  




Responsibility to Prevent


        Section 4.
       Reaching Out




                              27	
  




                                       9	
  
“A Bad Day…”

  Possible concerns?
  Is Mom abusive?
  Family strengths?
  How is Marcus feeling? Mom? Caregiver?
  What do you think of the caregiver’s approach?
  Other approaches?
  Which Protective Factor(s) or “Circles of Caring” are
   being or could be strengthened here?




                                                           10	
  
“The Grocery Store…”

    What are some possible concerns?
    Can you identify some family strengths?
    How is the Dad feeling?
    How is the little girl feeling?
    How is the bystander feeling?
    What did you think of the bystander’s approach?
    What would be some other approaches?
    Which Protective Factor(s) or “Circles of Caring” are being or
     could be strengthened here?




                 “Forgotten Again…”

    Is the grandparent abusive? Neglectful?
    Can you identify some family strengths?
    How is the grandmother feeling?
    How is the boy feeling?
    How is the Coach feeling?
    What did you think of the Coach’s approach?
    What would be some other approaches?
    Which Protective Factor(s) or “Circles of Caring” are being or
     could be strengthened here?




                                                                      11	
  
“Something’s Wrong…”

  Possible concerns?
  How is the mom feeling?
  How is the caregiver feeling?
  What did you think of the caregiver’s approach?
  What would be some possible next steps?
  What would be some other approaches?
  Which Protective Factor(s) or “Circles of Caring” are
   being or could be strengthened here?




                                                           12	
  
“Our Mission…”

    What is the Pastor’s goal?
    Can you identify some family strengths?
    How are the parents feeling?
    How is the Pastor feeling?
    What did you think of the Pastor’s approach?
    What would be some possible next steps?
    What would be some other approaches?
    Which Protective Factor(s) or “Circles of Caring” are being or
     could be strengthened here?




                    “Doctor’s Visit…”

    What are some possible concerns?
    Can you identify some family strengths?
    What do you think of the doctor’s response?
    What would be some possible next steps?
    What would be some other approaches?
    Which Protective Factor(s) or “Circles of Caring” are being or
     could be strengthened here?




                                                                      13	
  
Action Plan

 With whom will you share the knowledge
  gained from this session?
 How will you demonstrate your
  commitment to children by reporting and
  preventing child maltreatment?



                                            40	
  




   For More Information Contact:

    The TEAM for West Virginia Children
               1-866-4KIDSWV
                 304-523-9587
          Email: team@teamwv.org
       Twitter: @TEAM4WVChildren
        http://slideshare.net/PCAWV
    http://www.preventchildabusewv.org

                                            41	
  




                                                     14	
  
Child Maltreatment Reporting and Prevention—A Quiz

  1.   The acronym “ACE” stands for

       a.   Allowable Care Environment
       b.   Adverse Childhood Experience
       c.   Attainable, Concrete Effectiveness
       d.   Affection, Care, and Encouragement

  2.   What is the estimated monetary cost of treating the effects of child
       maltreatment?

       a.   $107 million per year
       b.   $650 million per year
       c.   $75 billion per year
       d.   $103 billion per year


  3.   The majority of child maltreatment cases involve physical abuse.

       a. True
       b. False


  4.   What percentage of child maltreatment perpetrators are parents?

       a.   35%
       b.   50%
       c.   67%
       d.   Over 80%


  5.   Child abuse in West Virginia is declining.

       a. True
       b. False


  6.   Which of the following should you not say when someone discloses to
       you about child maltreatment:

       a.   “Why didn’t you stop him or her?”
       b.   “Are you sure?”
       c.   “Let me know if it happens again.”
       d.   All of the above
7.    Of the following occupational groups, which are required to report
      abuse and neglect (circle all that apply):

      a.   Medical, dental, and mental health professionals
      b.   Retail store employees
      c.   Emergency medical services personnel
      d.   School personnel
      e.   Restaurant staff


8.    Due to changes in the process used by the Department of Health and
      Human Resources, your initial report to Child Protective Services will
      take longer than it has in the past.

      a. True
      b. False


9.    Which of the following factors contribute to successful prevention
      efforts (circle all that apply):

      a.   Knowledge of parenting and child development
      b.   Parental resilience
      c.   Social connections
      d.   Social and emotional development of children
      e.   Concrete support in times of need


10.   The West Virginia Child Abuse and Neglect Hotline operates 24 hours
      a day, 7 days a week.

      a. True
      b. False
Child Maltreatment Reporting and Prevention—A Quiz
ANSWER KEY
  1.    The acronym “ACE” stands for
        b. Adverse Childhood Experience

  2.    What is the estimated monetary cost of treating the effects of child
        maltreatment?
        d. $103 billion per year

  3.    The majority of child maltreatment cases involve physical abuse.
        b. False

  4.    What percentage of child maltreatment perpetrators are parents?
        d. Over 80%

  5.    Child abuse in West Virginia is declining.
        a. True

  6.    Which of the following should you not say when someone discloses to
        you about child maltreatment:
        d. All of the above

  7.    Of the following occupational groups, which are required to report
        abuse and neglect (circle all that apply):
        a. Medical, dental, and mental health professionals
        c. Emergency medical services personnel
        d. School personnel

  8.    Due to changes in the process used by the Department of Health and
        Human Resources, your initial report to Child Protective Services will
        take longer than it has in the past.
        a. True

  9.    Which of the following factors contribute to successful prevention
        efforts (circle all that apply):
        a. Knowledge of parenting and child development
        b. Parental resilience
        c. Social connections
        d. Social and emotional development of children
        e. Concrete support in times of need

  10.   The West Virginia Child Abuse and Neglect Hotline operates 24 hours
        a day, 7 days a week.
        a. True
TAB 4




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
About Abuse and Neglect Module
Goals
  • To provide introductory, background information on the subject of child
      abuse and neglect.
  • To share statistics about the problems associated with child maltreatment.
  • To build participant motivation to become committed to reporting and
      preventing child maltreatment.
  • To generate discussion among participants on the warning signs and
      indicators of child abuse and neglect.

Group size
   Begin with the large group and then divide participants into small groups of
   4-5

Time
   20 minutes

Materials
  Slides 5-13
  Video (or DVD) Section 1 segment

Note:
Option 1 for better video quality is a computer that can play both the
PowerPoint and DVD via a computer LCD projector. Press ALT + TAB
to switch between the PowerPoint and DVD.

Option 2 is to use the PowerPoint presentation with embedded videos
as noted in the File Name on the USB Flash Drive.

Process
   1. Tell participants that they will now learn some key information on the
      nature of child abuse and neglect.

   2. Tell them that you are going to show them a brief video segment and then
      share some additional information by way of a few slides.

   3. Play Section 1 video segment

   4. When the video segment ends, display Slides 6 - 12. Cover the
      information, but avoid detailed explanations of the data on the slides.

   5. After showing Slide 12, ask participants, “Were you surprised by any of the
      information contained in the video or on the slides? What surprised you?”
      Allow participants a few moments to share their reactions to the
      information you have shared.

Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
6. Next, ask participants to form small groups of 4-6. Display Slide 13 and
      ask participants to take five minutes to share answers to the question
      “What are some potential warning signs and indicators of child abuse or
      neglect?”

   7. After 5 minutes, politely interrupt the groups. Ask each small group to
      share with the larger group what they learned during their discussions.

   8. Contribute additional information on any major warning signs or
      indicators that the groups did not identify. Refer participants to Tab 4
      Handouts for more detailed information on warning signs and indicators.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
Parental & Family Factors That May Lead to Maltreatment1
Parental / Caregiver Immaturity
Very young and or inexperienced parents/caregivers may not understand a child's
behaviors and needs and may not know what to expect at each stage of the child's
development.

Unrealistic Expectations
Expectations of the child are beyond what he/she is developmentally capable of
performing.

Social Isolation
A lack of friends or family to help with the demands of parenting or to provide adult
companionship and support for the parent/caregiver.

Unmet Emotional Needs
Parents who are not relating well to other adults may turn to their child to satisfy their
need for love, acceptance, and self-esteem.

Frequent Crisis
Financial, job, marital and, legal stresses/problems as well as major illness, etc., may
contribute to abuse or neglect of children.

Poor Childhood Experiences
Many abusive adults were mistreated as children and may not have learned or
developed the ability to relate to children in an appropriate, nonviolent manner.

Drug or Alcohol Problems
Such problems impair parental ability to care properly for children and may expose the
children to danger.

Mental Illness
Untreated and/or chronic mental illness could lead to abuse and neglect.

Poor Family Boundaries
Failure to protect a child from harm can include: unlimited access to the home by many
outsiders, access to medications, dangerous objects and animals, lack of adequate
supervision, etc.

Dangerous Home Environment
Access to medications, the presence of dangerous objects and/or animals, lack of
adequate supervision, etc.


	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
1
 	
  Adapted	
  from	
  Promises	
  to	
  Keep:	
  The	
  Mandate	
  to	
  Report,	
  The	
  Opportunity	
  to	
  Prevent,	
  Prevent	
  Child	
  Abuse	
  
Georgia	
  

Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Indicators of Possible Child Maltreatment
A combination or pattern of indicators should alert you to the possibility of child
maltreatment. You may notice physical and behavioral indicators by observing the child,
and you may become aware of indicators that relate to the parent or caregiver.
Type	
  of	
  Abuse	
               Physical	
  Indicators	
                    Child	
  Behavioral	
                  Caregiver	
  
                                                                                Indicators	
                           Characteristics	
  
Physical	
  Abuse	
                 Questionable	
  bruises	
                   •   uncomfortable	
  with	
            •   history	
  of	
  abuse	
  
	
                                  and	
  welts:	
                                 physical	
  contact.	
                 as	
  a	
  child.	
  
The	
  non-­‐accidental	
           • on	
  face,	
  lips,	
  mouth.	
          •   wary	
  of	
  adult	
              •   uses	
  harsh	
  
physical	
  injury	
  of	
  a	
     • on	
  torso,	
  back,	
                       contacts.	
                            discipline	
  
child.	
                                 buttocks,	
  thighs,	
                 •   apprehensive	
  when	
                 inappropriate	
  to	
  
                                         arms.	
                                    other	
  children	
  cry.	
            child’s	
  age,	
  
	
  
                                    • in	
  various	
  stages	
  of	
           •   behavioral	
  extremes	
               transgression,	
  and	
  
	
                                                                                                                         condition.	
  
                                         healing.	
  (In	
  the	
  first	
          (aggressiveness	
  or	
  
	
                                       stage,	
  the	
  bruise	
  is	
            withdrawal).	
                     •   offers	
  illogical,	
  
	
                                       reddish-­‐blue.	
  In	
  the	
         •   frightened	
  of	
                     unconvincing,	
  or	
  
	
                                       second	
  stage,	
  the	
                  parents.	
                             contradictory	
  
	
                                       bruise	
  is	
  purplish	
             •   afraid	
  to	
  go	
  home.	
          explanations	
  of	
  
	
                                       black.	
  In	
  the	
  third	
         •   reports	
  injury	
  by	
              child’s	
  injury,	
  or	
  
	
                                       stage,	
  the	
  bruise	
                  parent	
  or	
  caregiver.	
           offers	
  no	
  
	
                                       turns	
  yellowish-­‐                  •   complains	
  of	
                      explanation.	
  
	
                                       green.)	
                                  soreness	
  or	
  moves	
          •   significantly	
  
	
                                  • clustered,	
  forming	
                       uncomfortably.	
                       misperceives	
  child	
  
	
                                       regular	
  patterns.	
                 •   wears	
  clothing	
                    (for	
  example,	
  sees	
  
                                    • reflecting	
  shape	
  of	
                   inappropriate	
  to	
                  child	
  as	
  “bad”,	
  
	
  
                                         article	
  used	
  to	
  inflict	
         weather	
  to	
  cover	
               “stupid”,	
  
	
                                                                                                                         “different”,	
  etc.).	
  
                                         injury	
  (electric	
  cord,	
             body.	
  
	
                                       belt	
  buckle).	
                                                            •   psychotic	
  or	
  
                                                                                •   reluctance	
  to	
  change	
  
	
                                  • on	
  several	
  different	
                                                         psychopathic	
  
                                                                                    or	
  take	
  off	
  clothes	
  
	
                                       surface	
  areas.	
                                                               personality.	
  
                                                                                •   (attempt	
  to	
  hide	
  
	
                                  • regularly	
  appearing	
                      injuries,	
  bruises,	
            •   misuses	
  alcohol	
  or	
  
	
                                       after	
  absence,	
                        etc.).	
                               other	
  drugs.	
  
	
                                       weekend,	
  or	
                       •   self	
  destructive.	
             •   attempts	
  to	
  
	
                                       vacation.	
                                                                       conceal	
  child’s	
  
	
                                  • human	
  bite	
  mark.	
                                                             injury	
  or	
  to	
  
	
                                  • bald	
  spots.	
                                                                     protect	
  identity	
  of	
  
	
  
                                    	
                                                                                     person	
  
                                    Questionable	
  burns:	
                                                               responsible.	
  
	
                                  • cigar	
  or	
  cigarette	
                                                       •   unrealistic	
  
	
                                     burns,	
  especially	
  on	
                                                        expectations	
  of	
  
	
                                     soles,	
  palms,	
  back	
                                                          child,	
  beyond	
  
	
                                     or	
  buttocks.	
                                                                   child’s	
  age	
  or	
  
	
                                  • immersion	
  burns	
                                                                 ability.	
  
	
                                     (sock-­‐like	
  or	
  glove-­‐
	
                                     like,	
  or	
  doughnut	
  
	
                                     shaped	
  on	
  buttocks	
  

Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Type	
  of	
  Abuse	
              Physical	
  Indicators	
                  Child	
  Behavioral	
     Caregiver	
  
                                                                             Indicators	
              Characteristics	
  
Physical	
  Abuse	
  (con’t)	
          or	
  genitalia).	
  
                                   •    patterned	
  like	
  
                                        electric	
  burner,	
  iron,	
  
                                        cigarette	
  lighter,	
  
                                        etc.	
  
                                   •    rope	
  burns	
  on	
  arms,	
  
                                        legs,	
  neck,	
  or	
  torso.	
  
                                   •    singed	
  hair.	
  
                                   	
  
                                   Questionable	
  fractures:	
  
                                   • to	
  skull,	
  nose,	
  facial	
  
                                        structure.	
  
                                   • in	
  various	
  stages	
  of	
  
                                        healing.	
  
                                   • multiple	
  or	
  spiral	
  
                                        fractures.	
  
                                   	
  
                                   Questionable	
  
                                   lacerations	
  or	
  abrasions:	
  
                                   • to	
  mouth,	
  lips,	
  
                                        gums,	
  eyes.	
  
                                   • to	
  external	
  genitalia.	
  




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
 
Type	
  of	
  Abuse	
                   Physical	
  Indicators	
            Child	
  Behavioral	
                     Caregiver	
  
                                                                            Indicators	
                              Characteristics	
  
Neglect	
  is	
  the	
  most	
          •   consistent	
  hunger,	
         •   begging,	
  stealing	
  food.	
       •   misuses	
  alcohol	
  
common	
  form	
  of	
  child	
             poor	
  hygiene,	
              •   constant	
  fatigue,	
                    or	
  other	
  drugs.	
  
maltreatment.	
                             inappropriate	
  dress.	
           listlessness,	
  or	
  falling	
      •   maintains	
  
	
                                      •   consistent	
  lack	
  of	
          asleep.	
                                 chaotic	
  home.	
  
Neglect	
  is	
  failure	
  to	
            supervision,	
                  •   alcohol	
  or	
  drug	
  abuse.	
     •   evidence	
  of	
  
                                            especially	
  in	
              •   states	
  there	
  is	
  no	
             apathy	
  or	
  
provide	
  for	
  a	
  child’s	
  
                                            dangerous	
  activities	
           caregiver.	
                              hopelessness.	
  
physical	
  survival	
                      of	
  long	
  periods.	
        •   frequently	
  absent.	
               •   mentally	
  ill	
  or	
  
needs	
  to	
  the	
  extent	
              unattended	
  physical	
                                                      diminished	
  
                                        •                                   •   shunned	
  by	
  peers.	
  
that	
  there	
  is	
  harm	
  or	
         problems	
  or	
  medical	
                                                   intelligence.	
  
                                                                            •   self	
  destructive.	
  
risk	
  of	
  harm	
  to	
  the	
           needs,	
  including	
                                                     •   history	
  of	
  
child’s	
  health	
  or	
                   vision	
  and	
  hearing	
                                                    neglect	
  as	
  a	
  
safety.	
  	
                               difficulties.	
                                                               child.	
  
	
                                      •   continuous	
  lice	
  or	
                                                •   consistent	
  
Physical	
  neglect	
  may	
                scabies,	
  distended	
                                                       failure	
  to	
  keep	
  
include,	
  but	
  is	
  not	
              stomach,	
                                                                    appointments.	
  
limited	
  to:	
                            emaciated.	
                                                              •   leaving	
  child	
  
• abandonment.	
                        •   required	
                                                                    unattended	
  in	
  
                                            immunizations	
                                                               vehicle.	
  
• lack	
  of	
  
                                            neglected.	
  
     supervision.	
                     •   abandonment.	
  
• lack	
  of	
  adequate	
  
     bathing	
  and	
  good	
  
     hygiene.	
  
• lack	
  of	
  adequate	
  
     nutrition.	
  
• lack	
  of	
  adequate	
  
     shelter.	
  
• lack	
  of	
  medical	
  or	
  
     dental	
  care.	
  
• lack	
  of	
  required	
  
     school	
  enrollment	
  
     or	
  attendance.	
  
	
  
	
  

NOTE: A child is neglected under West Virginia law [WV Code §49-1-3] when the
failure, refusal, or inability to provide for the child is not due primarily to a lack of
financial means on the part of the parent, guardian or custodian.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Type	
  of	
  Abuse	
                     Physical	
  Indicators	
               Child	
  Behavioral	
                      Caregiver	
  
                                                                                 Indicators	
                               Characteristics	
  
Sexual	
  abuse	
  is	
                   •   difficulty	
  in	
  walking	
      •   unwilling	
  to	
  change	
  or	
      •   extremely	
  
defined	
  as	
  acts	
  of	
                 or	
  sitting.	
                       take	
  off	
  clothes.	
                  protective	
  or	
  
sexual	
  assault,	
  sexual	
            •   torn,	
  stained	
  or	
           •   withdrawal,	
  chronic	
                   jealous	
  of	
  child.	
  
abuse,	
  and	
  sexual	
                     bloody	
                               depression	
  or	
  phobias.	
         •   encourages	
  child	
  
exploitation	
  of	
                          underclothing	
  or	
              •   overly	
  compliant,	
                     to	
  engage	
  in	
  
                                              diaper.	
                              passive,	
  undemanding	
                  prostitution.	
  
minors.	
  	
  
                                          •   pain,	
  discomfort,	
                 behavior	
  aimed	
  at	
              •   encourages	
  child	
  
	
  
                                              bleeding	
  or	
  itching	
            maintaining	
  a	
  low	
                  to	
  engage	
  in	
  
Sexual	
  abuse	
                             in	
  genital	
  area.	
               profile.	
                                 sexual	
  acts	
  in	
  
encompasses	
  a	
  broad	
               •   bruises	
  or	
  bleeding	
        •   hostility	
  or	
  aggression.	
           presence	
  of	
  
range	
  of	
  behavior	
  and	
              in	
  external	
  genitalia,	
     •   bizarre	
  or	
  unusual	
                 caregiver.	
  
may	
  consist	
  of	
  many	
                vaginal	
  or	
  anal	
                sexual	
  behavior	
  or	
             •   sexually	
  abused	
  
acts	
  over	
  a	
  long	
                   areas.	
                               knowledge.	
                               as	
  a	
  child.	
  
period	
  of	
  time	
  or	
  a	
         •   venereal	
  disease.	
             •   detailed	
  and	
  age-­‐              •   misuses	
  alcohol	
  
single	
  incident.	
  	
                 •   frequent	
  urinary	
  or	
            inappropriate	
                            or	
  other	
  drugs.	
  
	
                                            yeast	
  infections.	
                 understanding	
  of	
                  •   non-­‐abusing	
  
Victims	
  are	
  both	
  boys	
          •   encopresis	
  (fecal	
                 sexual	
  behavior.	
                      caregiver/spous
and	
  girls,	
  and	
  range	
  in	
         soiling).	
                        •   unusually	
  seductive	
                   e	
  is	
  frequently	
  
age	
  from	
  less	
  than	
             •   massive	
  weight	
                    behaviors	
  with	
  peers	
               absent	
  
                                              change.	
                              and	
  adults.	
                       •   from	
  the	
  home,	
  
one	
  year	
  through	
  
                                                                                 •   excessive	
                                permitting	
  
adolescence.	
  
                                                                                     masturbation.	
                            access	
  to	
  child	
  
                                                                                 •   poor	
  peer	
  relations.	
               by	
  abusing	
  
                                                                                 •   reports	
  sexual	
  abuse.	
              caregiver/	
  
                                                                                 •   threatened	
  by	
  physical	
             spouse.	
  
                                                                                     contact.	
  
                                                                                 •   suicide	
  attempt.	
  
                                                                                 •   role	
  reversal,	
  overly	
  
                                                                                     concerned	
  for	
  siblings.	
  
                                                                                 •   unexplained	
  money	
  or	
  
                                                                                     “gifts”.	
  
                                                                                 •   poor	
  self	
  esteem,	
  self	
  
                                                                                     devaluation,	
  lack	
  of	
  
                                                                                     confidence.	
  
                                                                                 •   regression	
  in	
  
                                                                                     developmental	
  
                                                                                     milestones,	
  and	
  lags	
  in	
  
                                                                                     development.	
  
                                                                                 •   sleep	
  disturbances,	
  
                                                                                     including	
  severe	
  
                                                                                     nightmares.	
  
                                                                                 •   excessive	
  bathing	
  or	
  
                                                                                     poor	
  hygiene.	
  
                                                                                 •   drawings	
  with	
  strong,	
  
                                                                                     bizarre	
  sexual	
  theme.	
  

Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
 
Type	
  of	
  Abuse	
                Physical	
  Indicators	
           Child	
  Behavioral	
                 Caregiver	
  
                                                                        Indicators	
                          Characteristics	
  
Emotional	
                          •   speech	
  disorders.	
         •   conduct	
  disorders	
             •   Not	
  meeting	
  a	
  
maltreatment	
  can	
                •   lags	
  in	
  physical	
           (antisocial,	
                         child’s	
  
include	
  patterns	
  of:	
             development.	
                     destructive).	
                        educational	
  
• verbal	
  assaults,	
              •   failure	
  to	
  thrive.	
     •   neurotic	
  traits	
  (sleep	
         needs	
  such	
  as	
  
                                                                            disorders,	
  inhibition	
  of	
       failing	
  to	
  enroll	
  a	
  
      including	
  
                                                                            play).	
                               child	
  in	
  school,	
  
      screaming,	
  
                                                                        •   behavior	
  extremes:	
                refusing	
  
      intimidating,	
                                                                                              recommended	
  
                                                                            compliant,	
  passive,	
  
      rejecting,	
                                                          undemanding,	
                         remedial	
  
      ridiculing,	
                                                         aggressive,	
                          services	
  without	
  
      threatening,	
                                                        demanding,	
  rageful.	
               good	
  reason,	
  or	
  
      blaming,	
  sarcasm.	
                                            •   overly	
  adaptive	
                   repeatedly	
  
• ignoring	
  and	
                                                         behavior:	
  “Parents”	
               keeping	
  a	
  child	
  
      indifference.	
                                                       other	
  children	
                    out	
  of	
  school	
  
• constant	
  family	
                                                      inappropriately.	
                     without	
  good	
  
                                                                            inappropriately	
                      reason.	
  
      conflict.	
                                                       •
                                                                            infantile	
  or	
                  •   blames	
  or	
  
	
  
                                                                            emotionally	
  needy.	
                belittles	
  child.	
  
Cases	
  of	
  emotional	
  
                                                                        •   self-­‐destructive,	
              •   ignores	
  or	
  
abuse	
  are	
  extremely	
                                                                                        rejects.	
  
                                                                            attempted	
  suicide.	
  
difficult	
  to	
  prove.	
  A	
                                                                               •   withholds	
  love.	
  
cause	
  and	
  effect	
                                                                                       •   treats	
  siblings	
  
relationship	
  between	
                                                                                          unequally.	
  
the	
  parent	
  or	
                                                                                         •    seems	
  
caregiver’s	
  acts	
  and	
                                                                                       unconcerned	
  
the	
  child’s	
  response	
                                                                                       about	
  child’s	
  
must	
  be	
  established.	
  	
                                                                                   problems.	
  
	
                                                                                                            •    unreasonable	
  
                                                                                                                   demands	
  or	
  
                                                                                                                   impossible	
  
                                                                                                                   expectations	
  
                                                                                                                   without	
  regard	
  
                                                                                                                   to	
  child’s	
  
                                                                                                                   developmental	
  
                                                                                                                   capacity.	
  




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials
Links to Additional Information
Adverse Childhood Experiences (ACES)
More information about the Adverse Childhood Experiences Study (ACES) is available
online at http://www.acestudy.org/.

Child Maltreatment Statistics
Data cited in this training is from 2009 Child Maltreatment Annual Report published by
the U.S. Department of Health & Human Services, Dec. 2010,
http://www.acf.hhs.gov/programs/cb/stats_research/.

Community Based Child Abuse Awareness and Prevention in WV
The WV Department of Health and Human Resources, Bureau for Children and
Families, oversees West Virginia's community based child abuse awareness and
prevention grants, which are administered according to the guidelines of the Federal
CBCAP Program Instructions. West Virginia funds four program areas: Family
Leadership First, In-Home Family Education, Partners in Prevention, and Starting
Points Centers. Information about these and other child abuse prevention efforts in WV
is available online at http://www.wvdhhr.org/bcf/children_adult/cabuseprev/.

Emerging Practices in the Prevention of Child Abuse and Neglect
Published 2003: Office of Child Abuse and Neglect, U.S. Department of Health and
Human Services. Published as a component of the Child Abuse Prevention Initiative
administered by the Office on Child Abuse and Neglect, this study identifies best
practices in the field of child abuse prevention. The report provides an overview of child
abuse prevention and describes each of the selected programs.
http://www.preventchildabusewv.org/docs/EmergingPractices.pdf

Preventing Child Sexual Abuse Within Youth-Serving Organizations
The Centers for Disease Control and Prevention (CDC) offers a comprehensive website
which contains a variety of educational information about child maltreatment and its
prevention, http://www.cdc.gov.

Protective Factors
The protective factors were identified by The Center for the Study of Social Policy
(CSSP), after a comprehensive analysis of child abuse prevention research in
conjunction with a consortium of leading child abuse prevention experts and
researchers, http://www.cssp.org.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
Reporting Child Abuse and Neglect in West Virginia
The following booklets are available via the publications section of the Prevent Child
Abuse WV website, http://www.preventchildabusewv.org/publications.php.
       In a Child’s Best Interest: A Guide for West Virginia School Personnel in
       Recognizing and Reporting Child Abuse and Neglect. Revised 2007.
       http://www.preventchildabusewv.org/docs/childs_best_interest.pdf
       It Shouldn’t Hurt to Be a Child: A Guide for Early Childhood Providers in
       Recognizing and Reporting Child Abuse and Neglect. Revised 2007.
       http://www.preventchildabusewv.org/docs/It_Shouldnt_Hurt.pdf
       One Child at a Time: A Guide for Professionals in Recognizing and Reporting the
       Abuse and Neglect of Children with Disabilities. Revised 2007.
       http://www.preventchildabusewv.org/docs/One_Child_At_A_Time.pdf
       Child Abuse & Neglect: A Reporting Guide for Health Professionals, Oct. 2010.

West Virginia Children’s Trust Fund
The West Virginia Children’s Trust Fund funds community-based programs that help
children grow up free from abuse and neglect. Examples include programs for new
parents, school-based programs, public awareness activities and other evidence-based
prevention efforts. Funds are received by individual donations including the WVCTF
voluntary check off on the WV State Income Tax Form. Additional information is
available online at http://www.wvctf.org.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
TAB 5




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
Who Must Report Module

Goals
  • To explore common questions about the reporting of child abuse and
      neglect.
  • To provide information on who must report suspected child abuse and
      neglect.

Group size
   Large group

Time
   5 minutes

Materials
  Video Section 2 segment
  Slides 14-19
  Participant Handout – Who Must Report

Process
   1. Tell participants that this section of the training covers fundamental
      information about the reporting of child abuse and neglect.

   2. Play Section 2 video segment.

   3. Display Slide 16, which identifies those who must report suspected child
      abuse and neglect. Remind participants that anyone may report suspected
      abuse or neglect. However, WV law requires certain persons to report
      suspected abuse or neglect.

   4. Display Slides 17 – 19 explaining new reporting requirements following the
      passage of Senate Bill 161 during the 2012 Legislative Session.

   5. Refer participants to Tab 5 Handout (Who Must Report), which answer
      common questions about reporting.

   6. Conclude the module by saying: “We are now going to build on this
      introduction to reporting by examining guidelines for responding to
      disclosure and specific reporting requirements.”




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
Who Must Report
Anyone may report suspected abuse or neglect; however, under West Virginia law [WV
Code §49-6A-2], certain persons are required to report. These persons include:

       o medical, dental or mental health professionals
       o Christian Science practitioners
       o religious healers
       o school teachers and other school personnel
       o social service workers
       o child care or foster care workers
       o emergency medical services personnel
       o peace officers or law enforcement officials
       o members of the clergy
       o circuit court judges, family court judges, or magistrates
       o humane officers
       o youth camp administrator or counselor*
       o employee, coach or volunteer of an entity that provides organized activities for
         children*
       o commercial film or photographic print processor*

* New requirement effective June 8, 2012 as required by SB 161.



Additional Requirements Regarding Child Sexual Abuse
Reporting Per SB161 (effective June 8, 2012)
Any person over 18 who receives a disclosure from a credible witness or observes any
sexual abuse or sexual assault of a child shall report the circumstances or cause a report
to be made to the Department or the State Police or other law-enforcement agency
having jurisdiction. Reports shall be made immediately and not more than 48 hours
after receiving such a disclosure or observing the sexual abuse.

If the reporter feels that reporting the alleged sexual abuse will expose themselves, the
child, the reporter's children or other children in the subjects household to an increased
threat of serious bodily injury, the individual may delay making the report while he or
she undertakes measures to remove themselves or the affected children from the
perceived threat of additional harm. The individual must make the report as soon as
practical after the threat of harm has been reduced.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
Am I Protected if I Report?
West Virginia law provides immunity from civil or criminal liability for persons
reporting abuse in good faith [WV Code §49-6A-6].




To Whom Do You Report?
When you suspect that a child is being abused or neglected you should report your
concerns to the Child Protective Services (CPS) unit in the county office of the
Department of Health and Human Resources where you live.

Reports can also be made to the Child Abuse and Neglect Hotline (1-800-352-6513)
seven days a week, 24 hours a day. For serious physical abuse and sexual abuse, also
contact the state police and local law enforcement.



What is the penalty for failing to report?
In addition to a moral obligation for all adults to report, WV Code §49-6A-8
establishes the following penalties for failure to report as required by West
Virginia law:

   §49-6A-8. Failure to report; penalty.
   Any person, official or institution required by this article to report a case
   involving a child known or suspected to be abused or neglected, or required
   by section five of this article to forward a copy of a report of serious injury,
   who knowingly fails to do so or knowingly prevents another person acting
   reasonably from doing so, is guilty of a misdemeanor and, upon conviction
   thereof, shall be confined in jail not more than thirty days or fined not more
   than $1,000, or both.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
ENROLLED

                     COMMITTEE SUBSTITUTE

                                      FOR


                 Senate Bill No. 161
             (SENATORS FOSTER, PALUMBO, KLEMPA, FANNING,
                UNGER, KESSLER (MR. PRESIDENT), JENKINS,
                   BROWNING, KIRKENDOLL, WILLS, YOST,
                STOLLINGS AND MCCABE, original sponsors)
                                ____________

            [Passed March 10, 2012; in effect ninety days from passage.]

                                ____________

AN ACT to amend and reenact §49-6A-1, §49-6A-2, §49-6A-8 and
   §49-6A-10 of the Code of West Virginia, 1931, as amended, all
   relating to mandatory reporting of abuse and neglect of
   children; adding promoting adult responsibility and prevention
   to the purpose; adding certain persons to the mandatory
   reporting list for all abuse or neglect of children; creating a
   requirement that certain adults report sexual abuse of children
   when observed or when received credible reports; allowing for
   exceptions; requiring law enforcement who receive a report of
   sexual abuse to alert the Department of Health and Human
   Resources; encouraging law-enforcement agencies to coordi-
   nate in investigating a report; increasing the criminal penalties
   for failure to report; creating a crime and criminal penalties for
   all adults who fail to report sexual abuse of children; and
   requiring and amending certain educational programs and
   trainings.
Enr. Com. Sub. for S. B. No. 161]                2

Be it enacted by the Legislature of West Virginia:

    That §49-6A-1, §49-6A-2, §49-6A-8 and §49-6A-10 of the Code
of West Virginia, 1931, as amended, be amended and reenacted, all
to read as follows:

ARTICLE 6A. REPORTS OF CHILDREN SUSPECTED TO BE ABUSED
              OR NEGLECTED.

§49-6A-1. Purpose.

  1       It is the purpose of this article, through the complete
  2   reporting of child abuse and neglect, to protect the best
  3   interests of the child, to offer protective services in order to
  4   prevent any further harm to the child or any other children
  5   living in the home, to stabilize the home environment, to
  6   preserve family life whenever possible, to promote adult
  7   responsibility for protecting children and to encourage
  8   cooperation among the states to prevent future incidents of
  9   child abuse and neglect and in dealing with the problems of
 10   child abuse and neglect.

§49-6A-2. Persons mandated to report suspected abuse and ne-
              glect.

  1       (a) Any medical, dental or mental health professional,
  2   Christian Science practitioner, religious healer, school
  3   teacher or other school personnel, social service worker,
  4   child care or foster care worker, emergency medical services
  5   personnel, peace officer or law-enforcement official, humane
  6   officer, member of the clergy, circuit court judge, family
  7   court judge, employee of the Division of Juvenile Services,
  8   magistrate, youth camp administrator or counselor, em-
  9   ployee, coach or volunteer of an entity that provides orga-
 10   nized activities for children, or commercial film or photo-
 11   graphic print processor who has reasonable cause to suspect
 12   that a child is neglected or abused or observes the child
 13   being subjected to conditions that are likely to result in
 14   abuse or neglect shall immediately, and not more than
 15   forty-eight hours after suspecting this abuse or neglect,
 16   report the circumstances or cause a report to be made to the
 17   Department of Health and Human Resources: Provided, That
3              [Enr. Com. Sub. for S. B. No. 161

18   in any case where the reporter believes that the child
19   suffered serious physical abuse or sexual abuse or sexual
20   assault, the reporter shall also immediately report, or cause
21   a report to be made, to the State Police and any law-en-
22   forcement agency having jurisdiction to investigate the
23   complaint: Provided, however, That any person required to
24   report under this article who is a member of the staff or
25   volunteer of a public or private institution, school, entity
26   that provides organized activities for children, facility or
27   agency shall also immediately notify the person in charge of
28   the institution, school, entity that provides organized
29   activities for children, facility or agency, or a designated
30   agent thereof, who may supplement the report or cause an
31   additional report to be made.

32       (b) Any person over the age of eighteen who receives a
33   disclosure from a credible witness or observes any sexual
34   abuse or sexual assault of a child, shall immediately, and not
35   more than forty-eight hours after receiving such a disclosure
36   or observing the sexual abuse or sexual assault, report the
37   circumstances or cause a report to be made to the Depart-
38   ment of Health and Human Resources or the State Police or
39   other law-enforcement agency having jurisdiction to investi-
40   gate the report. In the event that the individual receiving the
41   disclosure or observing the sexual abuse or sexual assault
42   has a good faith belief that the reporting of the event to the
43   police would expose either the reporter, the subject child, the
44   reporter’s children or other children in the subject child’s
45   household to an increased threat of serious bodily injury, the
46   individual may delay making the report while he or she
47   undertakes measures to remove themselves or the affected
48   children from the perceived threat of additional harm:
49   Provided, That the individual makes the report as soon as
50   practicable after the threat of harm has been reduced. The
51   law-enforcement agency that receives a report under this
52   subsection shall report the allegations to the Department of
53   Health and Human Resources and coordinate with any other
54   law-enforcement agency, as necessary to investigate the
55   report.
Enr. Com. Sub. for S. B. No. 161]                4

 56       (c) Nothing in this article is intended to prevent individ-
 57   uals from reporting suspected abuse or neglect on their own
 58   behalf. In addition to those persons and officials specifically
 59   required to report situations involving suspected abuse or
 60   neglect of children, any other person may make a report if
 61   such person has reasonable cause to suspect that a child has
 62   been abused or neglected in a home or institution or observes
 63   the child being subjected to conditions or circumstances that
 64   would reasonably result in abuse or neglect.

§49-6A-8. Failure to report; penalty.

  1       Any person, official or institution required by this article
  2   to report a case involving a child known or suspected to be
  3   abused or neglected, or required by section five of this article
  4   to forward a copy of a report of serious injury, who know-
  5   ingly fails to do so or knowingly prevents another person
  6   acting reasonably from doing so, is guilty of a misdemeanor
  7   and, upon conviction thereof, shall be confined in jail not
  8   more than thirty days or fined not more than $1,000, or both.

§49-6A-10. Educational programs.

  1       Subject to appropriation in the budget bill, the state
  2   department shall conduct educational and training programs
  3   for persons required to report suspected abuse or neglect,
  4   and the general public, as well as implement evidence-based
  5   programs that reduce incidents of child maltreatment
  6   including sexual abuse. Training for persons require to
  7   report and the general public shall include indicators of
  8   child abuse and neglect, tactics used by sexual abusers, how
  9   and when to make a report, and protective factors that
 10   prevent abuse and neglect in order to promote adult respon-
 11   sibility for protecting children, encourage maximum report-
 12   ing of child abuse and neglect, and to improve communica-
 13   tion, cooperation and coordination among all agencies
 14   involved in the identification, prevention and treatment of
 15   the abuse and neglect of children.
TAB 6




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
Disclosure Module

Goals
  • To provide information on what to do when a parent or child discloses
      maltreatment.
  • To learn the things not to say when someone discloses.
  • To learn common types of disclosure patterns.

Group size
   Large group

Time
   10 minutes

Materials
  Slide 20
  Mandated Reporter Disclosure Job Aid
  Handout – Types of Disclosures
  Handout – What to do When a Child or Adult Discloses
  Handout – What NOT to Say when Someone Discloses to You

Process
   1. Display Slide 20 and distribute Disclosure Job Aid cards to participants.
      Tell them that the card is intended to be an easily accessible job aid to
      guide them on what to do in situations when disclosure occurs.

   2. Point out that the card provides steps to take when a parent or child
      discloses, the things not to say when someone discloses, and the common
      types of disclosure.

   3. Ask participants to read the card and look for information that needs
      clarified.

   4. When all participants have reviewed the information on the card, ask for
      questions or clarifications of any of the information contained on it.

   5. Refer participants to Supplementary Handouts, which contain additional
      information on disclosure.

   6. To wrap up the module, encourage participants to read the material in the
      Supplementary Handouts and to keep the card with them so that they will
      be prepared to use it when it’s needed.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
Mandated Reporter Disclosure Job Aid
	
  
	
                                                                             	
  
What	
  to	
  do	
  when	
  a	
  child	
  or	
  adult	
  discloses	
           What	
  NOT	
  to	
  say	
  when	
  someone	
  discloses	
  
suspected	
  child	
  abuse	
  or	
  neglect.	
                                suspected	
  child	
  abuse	
  or	
  neglect.	
  
1. Find	
  a	
  private	
  place	
  to	
  talk	
  with	
  the	
  person.	
     1. Don’t	
  ask	
  “why”	
  questions	
  such	
  as:	
  “Why	
  
2. Reassure	
  the	
  person	
  making	
  the	
  disclosure	
                     didn't	
  you	
  stop	
  him	
  or	
  her?”	
  “Why	
  are	
  you	
  
     ("I	
  believe	
  you.”)	
                                                   telling	
  me	
  this?”	
  
3. Listen	
  openly	
  and	
  calmly,	
  with	
  minimal	
                     2. Don't	
  say	
  "Are	
  you	
  sure?"	
  
     interruptions.	
  	
                                                      3. Don't	
  ask	
  "Are	
  you	
  telling	
  the	
  truth?"	
  
4. Write	
  down	
  the	
  facts	
  and	
  words	
  as	
  the	
                4. Don't	
  say	
  "Let	
  me	
  know	
  if	
  it	
  happens	
  again."	
  
     person	
  has	
  stated	
  them.	
  (Exact	
  words	
  are	
              5. Avoid	
  leading	
  questions	
  ("Did	
  your	
  uncle	
  
     important	
  to	
  investigators.)	
                                         touch	
  you	
  too?”	
  “Was	
  he	
  wearing	
  a	
  blue	
  
5. Do	
  not	
  promise	
  not	
  to	
  tell,	
  but	
  respect	
  the	
          jacket?”)	
  
     person’s	
  confidentiality	
  by	
  not	
  telling	
  others	
  
     who	
  don’t	
  need	
  to	
  know.	
                                             WV	
  Child	
  Abuse	
  and	
  Neglect	
  Hotline	
  
6. Tell	
  the	
  truth.	
  
7. Be	
  specific.	
  Let	
  the	
  child	
  know	
  what	
  is	
  going	
                               1-­800-­352-­6513	
  
     to	
  happen.	
  	
                                                                     24	
  hours	
  a	
  day	
  -­‐	
  7	
  days	
  a	
  week	
  
8. Assess	
  the	
  child’s	
  immediate	
  safety.	
  	
  
9. Be	
  supportive.	
  	
                                                     For	
  serious	
  physical	
  abuse	
  or	
  sexual	
  abuse,	
  also	
  
10. Report	
  the	
  disclosure	
  immediately	
  and	
  no	
                  contact	
  the	
  state	
  police	
  &	
  local	
  law	
  enforcement.
     later	
  than	
  48	
  hrs	
  to	
  CPS.	
  
	
  



	
                                                                             	
  
What	
  to	
  do	
  when	
  a	
  child	
  or	
  adult	
  discloses	
           What	
  NOT	
  to	
  say	
  when	
  someone	
  discloses	
  
suspected	
  child	
  abuse	
  or	
  neglect.	
                                suspected	
  child	
  abuse	
  or	
  neglect.	
  
1. Find	
  a	
  private	
  place	
  to	
  talk	
  with	
  the	
  person.	
     1. Don’t	
  ask	
  “why”	
  questions	
  such	
  as:	
  “Why	
  
2. Reassure	
  the	
  person	
  making	
  the	
  disclosure	
                     didn't	
  you	
  stop	
  him	
  or	
  her?”	
  “Why	
  are	
  you	
  
     ("I	
  believe	
  you.”)	
                                                   telling	
  me	
  this?”	
  
3. Listen	
  openly	
  and	
  calmly,	
  with	
  minimal	
                     2. Don't	
  say	
  "Are	
  you	
  sure?"	
  
     interruptions.	
  	
                                                      3. Don't	
  ask	
  "Are	
  you	
  telling	
  the	
  truth?"	
  
4. Write	
  down	
  the	
  facts	
  and	
  words	
  as	
  the	
                4. Don't	
  say	
  "Let	
  me	
  know	
  if	
  it	
  happens	
  again."	
  
     person	
  has	
  stated	
  them.	
  (Exact	
  words	
  are	
              5. Avoid	
  leading	
  questions	
  ("Did	
  your	
  uncle	
  
     important	
  to	
  investigators.)	
                                         touch	
  you	
  too?”	
  “Was	
  he	
  wearing	
  a	
  blue	
  
5. Do	
  not	
  promise	
  not	
  to	
  tell,	
  but	
  respect	
  the	
          jacket?”)	
  
     person’s	
  confidentiality	
  by	
  not	
  telling	
  others	
  
     who	
  don’t	
  need	
  to	
  know.	
                                             WV	
  Child	
  Abuse	
  and	
  Neglect	
  Hotline	
  
6. Tell	
  the	
  truth.	
  
7. Be	
  specific.	
  Let	
  the	
  child	
  know	
  what	
  is	
  going	
                               1-­800-­352-­6513	
  
     to	
  happen.	
  	
                                                                     24	
  hours	
  a	
  day	
  -­‐	
  7	
  days	
  a	
  week	
  
8. Assess	
  the	
  child’s	
  immediate	
  safety.	
  	
  
9. Be	
  supportive.	
  	
                                                     For	
  serious	
  physical	
  abuse	
  or	
  sexual	
  abuse,	
  also	
  
10. Report	
  the	
  disclosure	
  immediately	
  and	
  no	
                  contact	
  the	
  state	
  police	
  &	
  local	
  law	
  enforcement.	
  
     later	
  than	
  48	
  hrs	
  to	
  CPS.	
  
	
  
Types of Disclosures
    1. Indirect Hints
            Examples
              ♦ "My brother wouldn't let me sleep last night."
              ♦ "Mr. Jones wears funny underwear."
              ♦ "My babysitter keeps bothering me."
              ♦ "I don't like it when my mother leaves me alone with my uncle."

            Explanation
            A child may talk in these terms because he or she hasn't
            learned more specific vocabulary, feels ashamed or
            embarrassed, has promised not to tell, or for a combination of
            those reasons.

    2. Disguised Disclosure
            Examples
              ♦ "I know someone who is being touched in a bad way."
              ♦ "What would happen if a girl told someone she was being
                molested, but the person did not believe her?"

            Explanation
            A person may be talking about someone she or he knows, but is
            just as likely to be talking about himself or herself. Encourage
            the individual to tell you what he or she knows about the
            "other person." Then ask whether something like what is being
            said has ever happened to him or her.

    3. Disclosures with Strings Attached
            Examples
              ♦   "I have a problem, but if I tell you, you have to promise not to tell."

            Explanation
            Many people believe something very negative will happen if they
            break the secret of maltreatment. The child may have been
            threatened by the offender to ensure his or her silence. Let the
            person know that there are some secrets that you just can't
            keep. Assure the individual that your job is to protect the child
            and keep him/her safe. Let the person know you will keep it as
            confidential as possible, but that you are required by law to make
            a report.


Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
What to do When a Child or Adult Discloses
       1.     Find a private place to talk with the person.

       2.     Reassure the person making the disclosure.
              a. "I believe you."
              b. "I am glad you told me."
              c. "It is not your fault this happened," (if talking to the child).
              d. Affirm that maltreatment is wrong.
       3.     Listen openly and calmly, with minimal
              interruptions. Try to keep your own emotions and
              nonverbal cues neutral.
       4.     Write down the facts and words as the person has stated
              them. Use the child’s own vocabulary.
       5.     Do not promise not to tell. Know your limits. This is not a
              situation you can handle by yourself. However, do not discuss
              what the child told you with anyone who is not directly
              involved in helping the child.
       6.     Tell the truth. Don’t make promises you can’t keep,
              particularly relating to secrecy, court involvement, placement
              and social worker decisions.
       7.     Be specific. Let the child know exactly what is going to
              happen. Tell the child that you must report the abuse or
              neglect to Child Protective Services. Tell the child that a
              social worker who helps families with these kinds of problems
              may be coming to talk with the child.
       8.     Assess the child’s immediate safety. Is the child in
              immediate physical danger? Is it a crisis? Are there others in
              the home who can protect the child?
       9.     Be supportive. Remember why the child came to you. The
              child needs your help, support and guidance. Reassure the
              child that telling about the abuse or neglect was the right
              thing to do. It is the only way to make it stop.
       10.    Report the disclosure within 48 Hours to Child
              Protective Services. Call the toll-free CPS Hotline at 1-
              800-352-6513. For serious physical abuse and sexual abuse,
              also contact the state police and local law enforcement.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
What NOT to Say When Someone Discloses To You

      1.      Don't ask "why" questions such as
             • "Why didn't you stop him or her?"
             • "Why are you telling me this?"
      2.      Don't say "Are you sure this is happening?"

      3.      Don't ask "Are you telling the truth?"

      4.      Don't say "Let me know if it happens again."

      5.      Don't ask "What did you do to make this happen?"


If someone does make a disclosure, don't try to get all the details.
Listen attentively and ask him/her if he/she wants to say anything else. If she chooses to
say nothing more, then proceed to notify the designated official as soon as possible and
follow the steps outlined by your church/agency policy. Also, write down the actual words
used in the disclosure and your interaction with the individual. This first statement made
spontaneously has forensic significance to the investigators and the exact words can be
important.

Above all, MINIMIZE the number of questions you ask and avoid the use of leading
questions (questions that suggest an answer) e.g., "Did your uncle touch you in the
private area too? Was he wearing a blue jacket?"




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
Tab 7




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
What Happens When You Make a Report Module
Goals
  • To provide information on:
       o What happens when you make a report;
       o The WV Child Abuse and Neglect hotline;
       o The role of Child Protective Services.

Group size
   Large group

Time
   10 minutes

Materials
  Slides 21-22
  Handout - What Happens When You Make a Report
  Reporting Suspected Abuse or Neglect in WV – Flow chart

Process
   1. Tell participants that this section of the training will provide information
      on the reporting process.

   2. Quickly display Slides 21-22. Cover the information, but avoid detailed
      explanations of the data on the slides.

   3. After showing Slide 22, ask participants to turn to “What Happens When
      You Make a Report” Handout. Ask them to read the information, marking
      with a pen, pencil, or highlighter those sections of the material that are
      unclear or that they have questions about.

   4. After all participants have read the material, open the floor to questions by
      participants.

   5. Emphasize that mandated reporters are legally required to report
      suspected abuse or neglect. CPS is responsible for investigating whether or
      not maltreatment occurred. Strive to maintain focus on reporting, which is
      the purpose of this training vs. the complexities of CPS response.

   6. Tell participants that they can contact the Department of Health and
      Human Resources, Child Protective Services, or Prevent Child Abuse West
      Virginia if they have additional questions about the reporting process.

NOTE: Participants will likely want to describe at length their experiences and
frustrations of interaction with CPS. Redirect back to the focus of this session on
reporting and our role in preventing abuse before it occurs.

Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Instructor Materials
What Happens When You Make a Report
Your job as a mandated reporter is to assure that CPS is contacted whenever you
reasonably suspect that a child has been abused or neglected or subject to conditions
where abuse or neglect is likely to occur. Even if your report does not result in a case
being accepted for investigation, it is always best to err on the side of caution and report
your concerns. Your report may provide a key piece of information that will be helpful to
CPS during a future investigation.

When making a report, the mandated reporter may be asked information concerning the
following:

•   Client – family demographics including name, age, gender, race and ethnicity for
    members of the household and their relationship to each other: the family’s address
    and phone number; the adults’ place of employment and child’s school or childcare,
    when applicable.
•   Alleged child abuse and/or neglect
•   Specific caregiver behavior indicative of child abuse and neglect
•   Events and circumstances associated with or accompanying the child abuse or
    neglect
•   Effects of child abuse or neglect; present danger and/or impending danger;
    caregiver behavior on child; child’s condition resulting from the child abuse or
    neglect; and/or family condition
•   Available information about the child(ren) including:
    o General condition and functioning
    o Location
    o State of mind/emotion; specific fear
    o Proximity of threat
    o Access to those who can help and protect
•   Available information about the caregiver(s) including:
    o General functioning
    o General parenting
    o General state of mind/emotion
    o Current location
    o Community relations
    o Employment
    o Use of substances
    o Mental health functioning
    o Attitudes toward/perceptions of child(ren)
    o Previous relevant history, including CPS history
    o Likely response to CPS

Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
•   Available information about the family including:
    o Domestic violence, including power, control, entitlement
    o Living arrangements
    o Household composition
    o Household activity - including people in and out
    o Condition of residence
•   Description of any possible/likely emergency circumstances
•   Identification of protective adults who are or may be available.
•   The reporter’s name, relationship to the family, motivation and source of
    information, if possible; why the reporter is reporting now; and any actions that the
    reporter suggests should occur.
•   Information concerning the name and contact information for biological parents
    who are not subject of the report.
•   The names and contact information of other people with information regarding the
    child or family.

Please be aware your initial report to CPS will take longer than it has in the
past, due to the implementation of the SAMS (Safety Assessment and
Management System) Model.




Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide
Making a Difference Mandated Reporter Instructor Guide

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Making a Difference Mandated Reporter Instructor Guide

  • 2.   MAKING A DIFFERENCE: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect TRAIN-THE-TRAINER AGENDA 9:30 a.m. – 3:30 p.m. • Welcome • Purpose / Overview / Outcomes • Active Learning • Quiz - Child Maltreatment Reporting and Prevention • About Abuse and Neglect Module • Responsibility to Prevent Module • Lunch • Small Group Practice • Next Steps / Wrap-Up      
  • 3. TABLE OF CONTENTS Tab 1: Making a Difference Train-the-Trainer Overview “Imagine” Ice Breaker Exercise Train-the-Trainer Agenda Making a Difference Train-the-Trainer Session Purpose and Outcomes Tab 2: Welcome/Icebreaker Instructor Module Tab 3: Purpose/Outcomes Instructor Module Suggested Agenda: Making a Difference Local Workshop Participant Handout – Local Workshop Learning Outcomes Participant Handout – Making a Difference PowerPoint Slides Child Maltreatment Reporting and Prevention – Quiz and Answer Key Tab 4: About Abuse and Neglect Instructor Module Participant Handout – Parental and Family Factors that May Lead to Maltreatment Participant Handout – Indicators of Possible Child Maltreatment Participant Handout – Links to Additional Information Tab 5: Who Must Report Instructor Module Participant Handout – Who Must Report Tab 6: Disclosure Instructor Module Mandated Reporter Disclosure Job Aid Participant Handout – Types of Disclosures Participant Handout – What to do When a Child or Adult Discloses Participant Handout – What NOT to Say when Someone Discloses to You Tab 7: What Happens When You Make a Report Instructor Module Participant Handout – What Happens When You Make a Report Reporting Suspected Abuse or Neglect in WV – Flow chart Tab 8: Responsibility to Prevent Instructor Module Participant Handout – Circles of Caring / Protective Factors that Prevent Child Maltreatment Tab 9: Reaching Out Instructor Module Tab 10: Action Plan/Close Instructor Module Making a Difference Evaluation Form Training Session Feedback Form
  • 4. TAB 1 Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 5. Overview Thank  you  very  much  for  doing  your  part  to  prevent  child  abuse  and  neglect.    Through  your   efforts,  more  children  will  grow  up  in  nurturing  homes  and  communities  that  support  their   healthy  development,  which  helps  all  of  us  succeed.   Making  a  Difference:  Mandate  to  Report,  Responsibility  to  Prevent  Child  Abuse  &  Neglect  is  a   comprehensive  training  session  for  mandated  reporters  of  suspected  child  abuse  and   neglect  including  child  care  workers,  educators,  law  enforcement,  clergy,  medical   professionals  and  others  who  are  legally  mandated  to  report  suspected  abuse  or  neglect.   Other  concerned  citizens,  while  not  always  mandated  to  report,  are  interested  in  learning   of  child  maltreatment  prevention  and  reporting  measures.  Many  mandated  reporters   understand  the  importance  of  reporting  and  preventing  child  maltreatment,  but  may  feel   they  do  not  have  the  knowledge  to  do  so.  This  training  is  designed  to  provide  participants   with  the  information  needed  to  recognize,  report  and  prevent  child  maltreatment.   Child  maltreatment  is  a  devastating  social  problem  affecting  millions  of  children  and   families  each  year  in  the  United  States.  Tens  of  thousands  of  reports  are  made  to  child   protective  services  (CPS)  each  year.  Young  children  are  particularly  vulnerable.   It  is  estimated  that  the  direct  and  indirect  cost  of  child  maltreatment  in  the  United  States   exceeds  $103  billion  annually.    The  effects  of  child  maltreatment  upon  the  social,  cognitive   and  emotional  development  of  children  can  be  far-­‐reaching  and,  in  many  cases,  irreparable.     Child  maltreatment  is  not  caused  by  a  single  factor,  but  by  multiple  factors  related  to  the   individual,  family,  community,  and  greater  society.  Neighborhood  and  community  factors,   including  societal  values  and  beliefs,  influence  the  incidence  of  child  maltreatment.   Neighborhoods  characterized  by  residential  turnover,  poverty,  significant  unemployment,   violence,  lack  of  accessible  and  effective  community  resources,  and  lack  of  social   relationships  and  trust  between  neighbors  can  create  high-­‐risk  environments  for  families   who  are  already  experiencing  a  number  of  stressors  and  risk  factors.  Additionally,  cultural   values  and  beliefs,  including  societal  tolerance  and  promotion  of  violence,  acceptance  of   corporal  punishment,  and  the  lack  of  social  and  economic  support  for  children  and  families,   may  impair  parental  ability  to  adequately  nurture  and  protect  their  children.   This  training  is  also  intended  to  reinforce  the  Strengthening  Families  approach  developed   by  the  Center  for  the  Study  of  Social  Policy  and  can  help  individuals  to  know  when  and  how   to  facilitate  a  family's  linkage  to  assistance  and  support  before  child  maltreatment  occurs.   Child  maltreatment  is  not  inevitable;  it  is  preventable.   This  training  is  made  possible  with  financial  support  from  the  West  Virginia  Children’s   Trust  Fund,  the  West  Virginia  Department  of  Health  &  Human  Resources,  and  the  Claude   Worthington  Benedum  Foundation.    Their  generous  support  is  greatly  appreciated.   The  training  curriculum  is  also  adapted  from  a  similar  curriculum,  FACES  of  Prevention   Promises  to  Keep:  The  Mandate  to  Report,  The  Opportunity  to  Prevent,  developed  by  Prevent   Child  Abuse  Georgia,  who  designed  the  original  concept  and  graciously  allowed  us  to  use   their  materials  in  West  Virginia.    
  • 6. "Imagine" By James A. Mercy, NCIPC, Centers for Disease Control (CDC) Imagine if today.... the Surgeon General announced that a newly diagnosed disease is attacking our country's children. He predicts that if the disease is allowed to spread unchecked, it will soon infect almost 3 million children a year, making it more widespread than any other health problem for children. If a vaccine cannot be developed, he says, the country will have to spend billions of dollars each year in treatment efforts to combat the effects of the disease. Many children will carry the scars of the disease for the rest of their lives, and may well pass the infections on to their own children. If the Surgeon General made this announcement today, wouldn't we immediately assign the best minds in our country to research ways of preventing the spread of such a devastating disease? And, if someone discovered an effective vaccine, wouldn't we be willing to spend whatever it cost to vaccinate every child in our society? Isn't that just what we did when polio was first diagnosed? There is such a problem attacking our country's children: Its name is child abuse and we have a responsibility, for the sake of our children to protect them from it. That's why we are here today! To talk about what we can do to prevent child abuse before it happens! Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 7. Making a Difference Train-the-Trainer Session Purpose and Outcomes Purpose This program will prepare participants to conduct training sessions for mandated reporters of child abuse & neglect using the "Making a Difference" curriculum developed by Prevent Child Abuse WV, in conjunction with the WV Department of Health & Human Resources. Outcomes By the end of the program, participants will be able to: • Demonstrate knowledge of issues related to child maltreatment reporting and prevention, • Demonstrate knowledge and application of adult learning methods to enhance participant application of training program content, • Demonstrate familiarity with the Making a Difference curriculum. Starter Questions • What has brought you to this training? • What strengths do you possess that will help you train others in how to report and prevent child maltreatment? Action Plan Question • What additional steps do you need to take to prepare yourself for facilitating Making a Difference training sessions? Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 8. TAB 2 Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 9. Welcome/Icebreaker Module Goals • To create an inviting training atmosphere. • To encourage initial discussion of program content. • To facilitate a sense of community among participants. Group size Large group for the welcome, then small groups (3-5 participants) for the icebreaker Time 4 minutes for the welcome, 10-11 minutes for the icebreaker. Materials Slide 2 Process 1. Welcome participants with a brief opening (no longer than 4 minutes): Use the following verbiage or some variation: “On behalf of Prevent Child Abuse West Virginia thank you for attending this training. As mandated reporters of suspected child abuse and neglect, you have a special role to ensure that children grow up safe. In addition, you may be in the best position to prevent abuse or neglect from happening in the first place. While there is a legal mandate to report suspected abuse or neglect, we have a moral responsibility to prevent it whenever possible. People sometimes ask, ‘Is it really possible to prevent child abuse?’ This workshop will answer this question by exploring ways that all of us as individuals, groups and communities can prevent child maltreatment by building protective factors or ‘Circles of Caring’ that support optimal child development, which research shows is essential.” 2. After your introductory remarks, ask participants to break into small groups. Use the following verbiage or some variation: “I want you to begin working together to answer a few introductory questions about our topic. Please break into groups of 3 to 5, working with folks sitting close to you.” Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 10. 3. Once participants are in their small groups, ask them to discuss the following questions (advance to icebreaker slide): • What do you hope to learn in today’s session? • What concerns do you have? • Where does your commitment to children stem from? 4. Allow participants to discuss the questions for approximately 5 minutes. After 5 minutes have expired, politely interrupt their discussion and express your interest in hearing what they learned in their brief conversations. Ask the first icebreaker question and solicit answers from participants. After hearing 5 to 6 answers, move to the second question and ask participants for what they said (or heard) in their small groups about concerns related to the training. 5. Tell participants that during the session you will answer as many of their questions and address as many of their concerns as possible. Let them know that they can call Prevent Child Abuse West Virginia and the Department of Health and Human Resources with questions after the session. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 11. TAB 3 Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 12. Purpose/Outcomes Module Goals • To provide an overview of the training session. • To establish expectations for participant learning. Group size Large group Time 5 minutes Materials Slides 3 and 4 Handout Page 1 Process 1. Tell participants that you want to share a “roadmap” of the session. 2. Display Slide #3, give participants a moment to read it, and then verbally share its contents. 3. Display Slide #4 and follow the same procedure. 4. Let participants know that their participation will be key to the accomplishment of the session’s purpose and outcomes. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 13. Suggested Agenda—Making a Difference Local Workshop   0:00—0:15 Welcome/icebreaker 0:15—0:20 Purpose/outcomes 0:20—0:40 About Abuse & Neglect • Section 1 video segment • Slides • Group exercise—Signs and indicators 0:40—0:45 All About Reporting— Who Must Report • Section 2 video segment • Who must report • Common questions 0:45—0:55 Disclosure • Review of job aid 0:55—1:00 Break 1:00—1:10 What Happens When You Make a Report • Textra activity o How do you make a report? o What happens when you make a report? 1:10—1:20 Responsibility to Prevent • Introductory slides • Section 3 video segment 1:20—1:50 Reaching Out • Section 4 video vignettes with large group discussion 1:50—2:00 Action plan/close Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 14. Making a Difference Local Workshop Learning Outcomes Workshop Purpose This workshop will explore how to identify and report suspected abuse and neglect, and examine ways to build protective factors that prevent child abuse and neglect. Learning Objectives Participants will be able to: o Demonstrate knowledge of signs of child abuse and neglect. o Demonstrate understanding how to report suspected child abuse and neglect. o Identify research-based protective factors that prevent child maltreatment. Learning Process This workshop will use a combination of brief lecture, small group work and discussion of DVD footage with examples of various real-life scenarios. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 15. MAKING A DIFFERENCE Mandate to Report, Responsibility to Prevent Child Abuse & Neglect 1   Let’s get started…  What do you hope to learn in today’s session?  What concerns do you have?  Where does your commitment to children stem from? 2   Overview This workshop will explore how to identify and report suspected abuse and neglect, and examine ways to build protective factors that prevent child abuse and neglect. 3   1  
  • 16. Learning Objectives  Demonstrate knowledge of signs of child abuse and neglect.  Demonstrate understanding how to report suspected child abuse and neglect.  Identify research-based protective factors that prevent child maltreatment. 4   About Child Abuse and Neglect Section 1. About Abuse & Neglect 5   2  
  • 17. Facts about Child Maltreatment  130 years since first recognition of child abuse in U.S.  Child maltreatment remains a serious problem in U.S. 7   Adverse Childhood Experiences (ACEs) have long-term effects. Increased risk for:  Alcoholism  Heart disease  Depression  Liver disease  Domestic  School Drop Out violence  Smoking  Drug abuse  Suicide attempts 8   Facts about Child Maltreatment The estimated costs of treating the effects of child maltreatment are over $103 billion per year. (Source: Prevent Child Abuse America) 9   3  
  • 18. Facts about Child Maltreatment In the nation (2010)  3.3 million CPS referrals of child maltreatment.  695,000 child victims.  Over 75% of all substantiated maltreatment is neglect  Over 80% of perpetrators are parents  Nearly 80% of deaths are < 4 years old. 10   Facts about Child Maltreatment In West Virginia (2010)  32,244 CPS referrals.  4,133 substantiated cases.  3,961 child victims.  8 children died. 11   Child Abuse is Declining in WV Total  Vic(ms   9,000   8,158   8,000   7,213   7,000   6,143   6,000   5,300   #  of  Vic(ms   5,000   4,978   4,000   3,961   3,000   2,000   1,000   0   2005   2006   2007   2008   2009   2010   12   4  
  • 19. What are some potential warning signs and indicators? 13   Mandate to Report Section 2. All About Reporting 14   5  
  • 20. Who Must Report WV Code §49-6A-6   school teachers and other   law enforcement officials school personnel   circuit court judges, family   social service workers court judges, or   child care or foster care magistrates workers   humane officers   medical, dental or mental   members of the clergy health professionals   Christian Science   emergency medical practitioners services personnel   religious healers 16   New Mandated Reporters Who Must Report Per SB 161 (effective June 8, 2012)  youth camp administrator or counselor  employee, coach or volunteer of an entity that provides organized activities for children  commercial film or photographic print processor 17   Additional Requirements Regarding Child Sexual Abuse Reporting Per SB 161 (effective June 8, 2012)  Any person over 18 who receives a disclosure from a credible witness or observes any sexual abuse or sexual assault of a child shall report the circumstances or cause a report to be made to the Department or the State Police or other law-enforcement agency having jurisdiction.  Reports shall be made immediately and not more than 48 hours after receiving such a disclosure or observing the sexual abuse. 18   6  
  • 21. Additional Requirements Regarding Child Sexual Abuse Reporting Per SB 161 (effective June 8, 2012)   If the reporter feels that reporting the alleged sexual abuse will expose themselves, the child, the reporter's children or other children in the subjects household to an increased threat of serious bodily injury, the individual may delay making the report while he or she undertakes measures to remove themselves or the affected children from the perceived threat of additional harm.   The individual must make the report as soon as practical after the threat of harm has been reduced. 19   What should you do when a parent or child discloses? 20   How do you make a report?  You should contact CPS whenever you reasonably suspect a child has been abused or neglected or is subject to conditions where abuse or neglect is likely to occur.  CPS will accept your report and determine “Is the child safe or does the child need protected?” 21   7  
  • 22. To Whom Do You Report? WV Child Abuse and Neglect Hotline 1-800-352-6513 24 hours a day - 7 days a week For serious physical abuse and sexual abuse, also contact the state police and local law enforcement. 22   Responsibility to Prevent “No epidemic has ever been resolved by paying attention to the treatment of the affected individual.” -- George W. Albee, Ph.D. 23   Protective Factors: A New Prevention Framework  Suitable for universal, positive approach to families (no “risk” factors or deficit approach)  Easily communicated to all audiences  Based on hard evidence 24   8  
  • 23. Responsibility to Prevent Section 3. What Child Abuse Prevention Looks Like 25   Responsibility to Prevent Section 4. Reaching Out 27   9  
  • 24. “A Bad Day…”   Possible concerns?   Is Mom abusive?   Family strengths?   How is Marcus feeling? Mom? Caregiver?   What do you think of the caregiver’s approach?   Other approaches?   Which Protective Factor(s) or “Circles of Caring” are being or could be strengthened here? 10  
  • 25. “The Grocery Store…”   What are some possible concerns?   Can you identify some family strengths?   How is the Dad feeling?   How is the little girl feeling?   How is the bystander feeling?   What did you think of the bystander’s approach?   What would be some other approaches?   Which Protective Factor(s) or “Circles of Caring” are being or could be strengthened here? “Forgotten Again…”   Is the grandparent abusive? Neglectful?   Can you identify some family strengths?   How is the grandmother feeling?   How is the boy feeling?   How is the Coach feeling?   What did you think of the Coach’s approach?   What would be some other approaches?   Which Protective Factor(s) or “Circles of Caring” are being or could be strengthened here? 11  
  • 26. “Something’s Wrong…”   Possible concerns?   How is the mom feeling?   How is the caregiver feeling?   What did you think of the caregiver’s approach?   What would be some possible next steps?   What would be some other approaches?   Which Protective Factor(s) or “Circles of Caring” are being or could be strengthened here? 12  
  • 27. “Our Mission…”   What is the Pastor’s goal?   Can you identify some family strengths?   How are the parents feeling?   How is the Pastor feeling?   What did you think of the Pastor’s approach?   What would be some possible next steps?   What would be some other approaches?   Which Protective Factor(s) or “Circles of Caring” are being or could be strengthened here? “Doctor’s Visit…”   What are some possible concerns?   Can you identify some family strengths?   What do you think of the doctor’s response?   What would be some possible next steps?   What would be some other approaches?   Which Protective Factor(s) or “Circles of Caring” are being or could be strengthened here? 13  
  • 28. Action Plan  With whom will you share the knowledge gained from this session?  How will you demonstrate your commitment to children by reporting and preventing child maltreatment? 40   For More Information Contact: The TEAM for West Virginia Children 1-866-4KIDSWV 304-523-9587 Email: team@teamwv.org Twitter: @TEAM4WVChildren http://slideshare.net/PCAWV http://www.preventchildabusewv.org 41   14  
  • 29. Child Maltreatment Reporting and Prevention—A Quiz 1. The acronym “ACE” stands for a. Allowable Care Environment b. Adverse Childhood Experience c. Attainable, Concrete Effectiveness d. Affection, Care, and Encouragement 2. What is the estimated monetary cost of treating the effects of child maltreatment? a. $107 million per year b. $650 million per year c. $75 billion per year d. $103 billion per year 3. The majority of child maltreatment cases involve physical abuse. a. True b. False 4. What percentage of child maltreatment perpetrators are parents? a. 35% b. 50% c. 67% d. Over 80% 5. Child abuse in West Virginia is declining. a. True b. False 6. Which of the following should you not say when someone discloses to you about child maltreatment: a. “Why didn’t you stop him or her?” b. “Are you sure?” c. “Let me know if it happens again.” d. All of the above
  • 30. 7. Of the following occupational groups, which are required to report abuse and neglect (circle all that apply): a. Medical, dental, and mental health professionals b. Retail store employees c. Emergency medical services personnel d. School personnel e. Restaurant staff 8. Due to changes in the process used by the Department of Health and Human Resources, your initial report to Child Protective Services will take longer than it has in the past. a. True b. False 9. Which of the following factors contribute to successful prevention efforts (circle all that apply): a. Knowledge of parenting and child development b. Parental resilience c. Social connections d. Social and emotional development of children e. Concrete support in times of need 10. The West Virginia Child Abuse and Neglect Hotline operates 24 hours a day, 7 days a week. a. True b. False
  • 31. Child Maltreatment Reporting and Prevention—A Quiz ANSWER KEY 1. The acronym “ACE” stands for b. Adverse Childhood Experience 2. What is the estimated monetary cost of treating the effects of child maltreatment? d. $103 billion per year 3. The majority of child maltreatment cases involve physical abuse. b. False 4. What percentage of child maltreatment perpetrators are parents? d. Over 80% 5. Child abuse in West Virginia is declining. a. True 6. Which of the following should you not say when someone discloses to you about child maltreatment: d. All of the above 7. Of the following occupational groups, which are required to report abuse and neglect (circle all that apply): a. Medical, dental, and mental health professionals c. Emergency medical services personnel d. School personnel 8. Due to changes in the process used by the Department of Health and Human Resources, your initial report to Child Protective Services will take longer than it has in the past. a. True 9. Which of the following factors contribute to successful prevention efforts (circle all that apply): a. Knowledge of parenting and child development b. Parental resilience c. Social connections d. Social and emotional development of children e. Concrete support in times of need 10. The West Virginia Child Abuse and Neglect Hotline operates 24 hours a day, 7 days a week. a. True
  • 32. TAB 4 Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 33. About Abuse and Neglect Module Goals • To provide introductory, background information on the subject of child abuse and neglect. • To share statistics about the problems associated with child maltreatment. • To build participant motivation to become committed to reporting and preventing child maltreatment. • To generate discussion among participants on the warning signs and indicators of child abuse and neglect. Group size Begin with the large group and then divide participants into small groups of 4-5 Time 20 minutes Materials Slides 5-13 Video (or DVD) Section 1 segment Note: Option 1 for better video quality is a computer that can play both the PowerPoint and DVD via a computer LCD projector. Press ALT + TAB to switch between the PowerPoint and DVD. Option 2 is to use the PowerPoint presentation with embedded videos as noted in the File Name on the USB Flash Drive. Process 1. Tell participants that they will now learn some key information on the nature of child abuse and neglect. 2. Tell them that you are going to show them a brief video segment and then share some additional information by way of a few slides. 3. Play Section 1 video segment 4. When the video segment ends, display Slides 6 - 12. Cover the information, but avoid detailed explanations of the data on the slides. 5. After showing Slide 12, ask participants, “Were you surprised by any of the information contained in the video or on the slides? What surprised you?” Allow participants a few moments to share their reactions to the information you have shared. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 34. 6. Next, ask participants to form small groups of 4-6. Display Slide 13 and ask participants to take five minutes to share answers to the question “What are some potential warning signs and indicators of child abuse or neglect?” 7. After 5 minutes, politely interrupt the groups. Ask each small group to share with the larger group what they learned during their discussions. 8. Contribute additional information on any major warning signs or indicators that the groups did not identify. Refer participants to Tab 4 Handouts for more detailed information on warning signs and indicators. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 35. Parental & Family Factors That May Lead to Maltreatment1 Parental / Caregiver Immaturity Very young and or inexperienced parents/caregivers may not understand a child's behaviors and needs and may not know what to expect at each stage of the child's development. Unrealistic Expectations Expectations of the child are beyond what he/she is developmentally capable of performing. Social Isolation A lack of friends or family to help with the demands of parenting or to provide adult companionship and support for the parent/caregiver. Unmet Emotional Needs Parents who are not relating well to other adults may turn to their child to satisfy their need for love, acceptance, and self-esteem. Frequent Crisis Financial, job, marital and, legal stresses/problems as well as major illness, etc., may contribute to abuse or neglect of children. Poor Childhood Experiences Many abusive adults were mistreated as children and may not have learned or developed the ability to relate to children in an appropriate, nonviolent manner. Drug or Alcohol Problems Such problems impair parental ability to care properly for children and may expose the children to danger. Mental Illness Untreated and/or chronic mental illness could lead to abuse and neglect. Poor Family Boundaries Failure to protect a child from harm can include: unlimited access to the home by many outsiders, access to medications, dangerous objects and animals, lack of adequate supervision, etc. Dangerous Home Environment Access to medications, the presence of dangerous objects and/or animals, lack of adequate supervision, etc.                                                                                                                         1  Adapted  from  Promises  to  Keep:  The  Mandate  to  Report,  The  Opportunity  to  Prevent,  Prevent  Child  Abuse   Georgia   Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 36. Indicators of Possible Child Maltreatment A combination or pattern of indicators should alert you to the possibility of child maltreatment. You may notice physical and behavioral indicators by observing the child, and you may become aware of indicators that relate to the parent or caregiver. Type  of  Abuse   Physical  Indicators   Child  Behavioral   Caregiver   Indicators   Characteristics   Physical  Abuse   Questionable  bruises   • uncomfortable  with   • history  of  abuse     and  welts:   physical  contact.   as  a  child.   The  non-­‐accidental   • on  face,  lips,  mouth.   • wary  of  adult   • uses  harsh   physical  injury  of  a   • on  torso,  back,   contacts.   discipline   child.   buttocks,  thighs,   • apprehensive  when   inappropriate  to   arms.   other  children  cry.   child’s  age,     • in  various  stages  of   • behavioral  extremes   transgression,  and     condition.   healing.  (In  the  first   (aggressiveness  or     stage,  the  bruise  is   withdrawal).   • offers  illogical,     reddish-­‐blue.  In  the   • frightened  of   unconvincing,  or     second  stage,  the   parents.   contradictory     bruise  is  purplish   • afraid  to  go  home.   explanations  of     black.  In  the  third   • reports  injury  by   child’s  injury,  or     stage,  the  bruise   parent  or  caregiver.   offers  no     turns  yellowish-­‐ • complains  of   explanation.     green.)   soreness  or  moves   • significantly     • clustered,  forming   uncomfortably.   misperceives  child     regular  patterns.   • wears  clothing   (for  example,  sees   • reflecting  shape  of   inappropriate  to   child  as  “bad”,     article  used  to  inflict   weather  to  cover   “stupid”,     “different”,  etc.).   injury  (electric  cord,   body.     belt  buckle).   • psychotic  or   • reluctance  to  change     • on  several  different   psychopathic   or  take  off  clothes     surface  areas.   personality.   • (attempt  to  hide     • regularly  appearing   injuries,  bruises,   • misuses  alcohol  or     after  absence,   etc.).   other  drugs.     weekend,  or   • self  destructive.   • attempts  to     vacation.   conceal  child’s     • human  bite  mark.   injury  or  to     • bald  spots.   protect  identity  of       person   Questionable  burns:   responsible.     • cigar  or  cigarette   • unrealistic     burns,  especially  on   expectations  of     soles,  palms,  back   child,  beyond     or  buttocks.   child’s  age  or     • immersion  burns   ability.     (sock-­‐like  or  glove-­‐   like,  or  doughnut     shaped  on  buttocks   Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 37. Type  of  Abuse   Physical  Indicators   Child  Behavioral   Caregiver   Indicators   Characteristics   Physical  Abuse  (con’t)   or  genitalia).   • patterned  like   electric  burner,  iron,   cigarette  lighter,   etc.   • rope  burns  on  arms,   legs,  neck,  or  torso.   • singed  hair.     Questionable  fractures:   • to  skull,  nose,  facial   structure.   • in  various  stages  of   healing.   • multiple  or  spiral   fractures.     Questionable   lacerations  or  abrasions:   • to  mouth,  lips,   gums,  eyes.   • to  external  genitalia.   Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 38.   Type  of  Abuse   Physical  Indicators   Child  Behavioral   Caregiver   Indicators   Characteristics   Neglect  is  the  most   • consistent  hunger,   • begging,  stealing  food.   • misuses  alcohol   common  form  of  child   poor  hygiene,   • constant  fatigue,   or  other  drugs.   maltreatment.   inappropriate  dress.   listlessness,  or  falling   • maintains     • consistent  lack  of   asleep.   chaotic  home.   Neglect  is  failure  to   supervision,   • alcohol  or  drug  abuse.   • evidence  of   especially  in   • states  there  is  no   apathy  or   provide  for  a  child’s   dangerous  activities   caregiver.   hopelessness.   physical  survival   of  long  periods.   • frequently  absent.   • mentally  ill  or   needs  to  the  extent   unattended  physical   diminished   • • shunned  by  peers.   that  there  is  harm  or   problems  or  medical   intelligence.   • self  destructive.   risk  of  harm  to  the   needs,  including   • history  of   child’s  health  or   vision  and  hearing   neglect  as  a   safety.     difficulties.   child.     • continuous  lice  or   • consistent   Physical  neglect  may   scabies,  distended   failure  to  keep   include,  but  is  not   stomach,   appointments.   limited  to:   emaciated.   • leaving  child   • abandonment.   • required   unattended  in   immunizations   vehicle.   • lack  of   neglected.   supervision.   • abandonment.   • lack  of  adequate   bathing  and  good   hygiene.   • lack  of  adequate   nutrition.   • lack  of  adequate   shelter.   • lack  of  medical  or   dental  care.   • lack  of  required   school  enrollment   or  attendance.       NOTE: A child is neglected under West Virginia law [WV Code §49-1-3] when the failure, refusal, or inability to provide for the child is not due primarily to a lack of financial means on the part of the parent, guardian or custodian. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 39. Type  of  Abuse   Physical  Indicators   Child  Behavioral   Caregiver   Indicators   Characteristics   Sexual  abuse  is   • difficulty  in  walking   • unwilling  to  change  or   • extremely   defined  as  acts  of   or  sitting.   take  off  clothes.   protective  or   sexual  assault,  sexual   • torn,  stained  or   • withdrawal,  chronic   jealous  of  child.   abuse,  and  sexual   bloody   depression  or  phobias.   • encourages  child   exploitation  of   underclothing  or   • overly  compliant,   to  engage  in   diaper.   passive,  undemanding   prostitution.   minors.     • pain,  discomfort,   behavior  aimed  at   • encourages  child     bleeding  or  itching   maintaining  a  low   to  engage  in   Sexual  abuse   in  genital  area.   profile.   sexual  acts  in   encompasses  a  broad   • bruises  or  bleeding   • hostility  or  aggression.   presence  of   range  of  behavior  and   in  external  genitalia,   • bizarre  or  unusual   caregiver.   may  consist  of  many   vaginal  or  anal   sexual  behavior  or   • sexually  abused   acts  over  a  long   areas.   knowledge.   as  a  child.   period  of  time  or  a   • venereal  disease.   • detailed  and  age-­‐ • misuses  alcohol   single  incident.     • frequent  urinary  or   inappropriate   or  other  drugs.     yeast  infections.   understanding  of   • non-­‐abusing   Victims  are  both  boys   • encopresis  (fecal   sexual  behavior.   caregiver/spous and  girls,  and  range  in   soiling).   • unusually  seductive   e  is  frequently   age  from  less  than   • massive  weight   behaviors  with  peers   absent   change.   and  adults.   • from  the  home,   one  year  through   • excessive   permitting   adolescence.   masturbation.   access  to  child   • poor  peer  relations.   by  abusing   • reports  sexual  abuse.   caregiver/   • threatened  by  physical   spouse.   contact.   • suicide  attempt.   • role  reversal,  overly   concerned  for  siblings.   • unexplained  money  or   “gifts”.   • poor  self  esteem,  self   devaluation,  lack  of   confidence.   • regression  in   developmental   milestones,  and  lags  in   development.   • sleep  disturbances,   including  severe   nightmares.   • excessive  bathing  or   poor  hygiene.   • drawings  with  strong,   bizarre  sexual  theme.   Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 40.   Type  of  Abuse   Physical  Indicators   Child  Behavioral   Caregiver   Indicators   Characteristics   Emotional   • speech  disorders.   • conduct  disorders   • Not  meeting  a   maltreatment  can   • lags  in  physical   (antisocial,   child’s   include  patterns  of:   development.   destructive).   educational   • verbal  assaults,   • failure  to  thrive.   • neurotic  traits  (sleep   needs  such  as   disorders,  inhibition  of   failing  to  enroll  a   including   play).   child  in  school,   screaming,   • behavior  extremes:   refusing   intimidating,   recommended   compliant,  passive,   rejecting,   undemanding,   remedial   ridiculing,   aggressive,   services  without   threatening,   demanding,  rageful.   good  reason,  or   blaming,  sarcasm.   • overly  adaptive   repeatedly   • ignoring  and   behavior:  “Parents”   keeping  a  child   indifference.   other  children   out  of  school   • constant  family   inappropriately.   without  good   inappropriately   reason.   conflict.   • infantile  or   • blames  or     emotionally  needy.   belittles  child.   Cases  of  emotional   • self-­‐destructive,   • ignores  or   abuse  are  extremely   rejects.   attempted  suicide.   difficult  to  prove.  A   • withholds  love.   cause  and  effect   • treats  siblings   relationship  between   unequally.   the  parent  or   • seems   caregiver’s  acts  and   unconcerned   the  child’s  response   about  child’s   must  be  established.     problems.     • unreasonable   demands  or   impossible   expectations   without  regard   to  child’s   developmental   capacity.   Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect- Participant Materials
  • 41. Links to Additional Information Adverse Childhood Experiences (ACES) More information about the Adverse Childhood Experiences Study (ACES) is available online at http://www.acestudy.org/. Child Maltreatment Statistics Data cited in this training is from 2009 Child Maltreatment Annual Report published by the U.S. Department of Health & Human Services, Dec. 2010, http://www.acf.hhs.gov/programs/cb/stats_research/. Community Based Child Abuse Awareness and Prevention in WV The WV Department of Health and Human Resources, Bureau for Children and Families, oversees West Virginia's community based child abuse awareness and prevention grants, which are administered according to the guidelines of the Federal CBCAP Program Instructions. West Virginia funds four program areas: Family Leadership First, In-Home Family Education, Partners in Prevention, and Starting Points Centers. Information about these and other child abuse prevention efforts in WV is available online at http://www.wvdhhr.org/bcf/children_adult/cabuseprev/. Emerging Practices in the Prevention of Child Abuse and Neglect Published 2003: Office of Child Abuse and Neglect, U.S. Department of Health and Human Services. Published as a component of the Child Abuse Prevention Initiative administered by the Office on Child Abuse and Neglect, this study identifies best practices in the field of child abuse prevention. The report provides an overview of child abuse prevention and describes each of the selected programs. http://www.preventchildabusewv.org/docs/EmergingPractices.pdf Preventing Child Sexual Abuse Within Youth-Serving Organizations The Centers for Disease Control and Prevention (CDC) offers a comprehensive website which contains a variety of educational information about child maltreatment and its prevention, http://www.cdc.gov. Protective Factors The protective factors were identified by The Center for the Study of Social Policy (CSSP), after a comprehensive analysis of child abuse prevention research in conjunction with a consortium of leading child abuse prevention experts and researchers, http://www.cssp.org. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 42. Reporting Child Abuse and Neglect in West Virginia The following booklets are available via the publications section of the Prevent Child Abuse WV website, http://www.preventchildabusewv.org/publications.php. In a Child’s Best Interest: A Guide for West Virginia School Personnel in Recognizing and Reporting Child Abuse and Neglect. Revised 2007. http://www.preventchildabusewv.org/docs/childs_best_interest.pdf It Shouldn’t Hurt to Be a Child: A Guide for Early Childhood Providers in Recognizing and Reporting Child Abuse and Neglect. Revised 2007. http://www.preventchildabusewv.org/docs/It_Shouldnt_Hurt.pdf One Child at a Time: A Guide for Professionals in Recognizing and Reporting the Abuse and Neglect of Children with Disabilities. Revised 2007. http://www.preventchildabusewv.org/docs/One_Child_At_A_Time.pdf Child Abuse & Neglect: A Reporting Guide for Health Professionals, Oct. 2010. West Virginia Children’s Trust Fund The West Virginia Children’s Trust Fund funds community-based programs that help children grow up free from abuse and neglect. Examples include programs for new parents, school-based programs, public awareness activities and other evidence-based prevention efforts. Funds are received by individual donations including the WVCTF voluntary check off on the WV State Income Tax Form. Additional information is available online at http://www.wvctf.org. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 43. TAB 5 Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 44. Who Must Report Module Goals • To explore common questions about the reporting of child abuse and neglect. • To provide information on who must report suspected child abuse and neglect. Group size Large group Time 5 minutes Materials Video Section 2 segment Slides 14-19 Participant Handout – Who Must Report Process 1. Tell participants that this section of the training covers fundamental information about the reporting of child abuse and neglect. 2. Play Section 2 video segment. 3. Display Slide 16, which identifies those who must report suspected child abuse and neglect. Remind participants that anyone may report suspected abuse or neglect. However, WV law requires certain persons to report suspected abuse or neglect. 4. Display Slides 17 – 19 explaining new reporting requirements following the passage of Senate Bill 161 during the 2012 Legislative Session. 5. Refer participants to Tab 5 Handout (Who Must Report), which answer common questions about reporting. 6. Conclude the module by saying: “We are now going to build on this introduction to reporting by examining guidelines for responding to disclosure and specific reporting requirements.” Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 45. Who Must Report Anyone may report suspected abuse or neglect; however, under West Virginia law [WV Code §49-6A-2], certain persons are required to report. These persons include: o medical, dental or mental health professionals o Christian Science practitioners o religious healers o school teachers and other school personnel o social service workers o child care or foster care workers o emergency medical services personnel o peace officers or law enforcement officials o members of the clergy o circuit court judges, family court judges, or magistrates o humane officers o youth camp administrator or counselor* o employee, coach or volunteer of an entity that provides organized activities for children* o commercial film or photographic print processor* * New requirement effective June 8, 2012 as required by SB 161. Additional Requirements Regarding Child Sexual Abuse Reporting Per SB161 (effective June 8, 2012) Any person over 18 who receives a disclosure from a credible witness or observes any sexual abuse or sexual assault of a child shall report the circumstances or cause a report to be made to the Department or the State Police or other law-enforcement agency having jurisdiction. Reports shall be made immediately and not more than 48 hours after receiving such a disclosure or observing the sexual abuse. If the reporter feels that reporting the alleged sexual abuse will expose themselves, the child, the reporter's children or other children in the subjects household to an increased threat of serious bodily injury, the individual may delay making the report while he or she undertakes measures to remove themselves or the affected children from the perceived threat of additional harm. The individual must make the report as soon as practical after the threat of harm has been reduced. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 46. Am I Protected if I Report? West Virginia law provides immunity from civil or criminal liability for persons reporting abuse in good faith [WV Code §49-6A-6]. To Whom Do You Report? When you suspect that a child is being abused or neglected you should report your concerns to the Child Protective Services (CPS) unit in the county office of the Department of Health and Human Resources where you live. Reports can also be made to the Child Abuse and Neglect Hotline (1-800-352-6513) seven days a week, 24 hours a day. For serious physical abuse and sexual abuse, also contact the state police and local law enforcement. What is the penalty for failing to report? In addition to a moral obligation for all adults to report, WV Code §49-6A-8 establishes the following penalties for failure to report as required by West Virginia law: §49-6A-8. Failure to report; penalty. Any person, official or institution required by this article to report a case involving a child known or suspected to be abused or neglected, or required by section five of this article to forward a copy of a report of serious injury, who knowingly fails to do so or knowingly prevents another person acting reasonably from doing so, is guilty of a misdemeanor and, upon conviction thereof, shall be confined in jail not more than thirty days or fined not more than $1,000, or both. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 47. ENROLLED COMMITTEE SUBSTITUTE FOR Senate Bill No. 161 (SENATORS FOSTER, PALUMBO, KLEMPA, FANNING, UNGER, KESSLER (MR. PRESIDENT), JENKINS, BROWNING, KIRKENDOLL, WILLS, YOST, STOLLINGS AND MCCABE, original sponsors) ____________ [Passed March 10, 2012; in effect ninety days from passage.] ____________ AN ACT to amend and reenact §49-6A-1, §49-6A-2, §49-6A-8 and §49-6A-10 of the Code of West Virginia, 1931, as amended, all relating to mandatory reporting of abuse and neglect of children; adding promoting adult responsibility and prevention to the purpose; adding certain persons to the mandatory reporting list for all abuse or neglect of children; creating a requirement that certain adults report sexual abuse of children when observed or when received credible reports; allowing for exceptions; requiring law enforcement who receive a report of sexual abuse to alert the Department of Health and Human Resources; encouraging law-enforcement agencies to coordi- nate in investigating a report; increasing the criminal penalties for failure to report; creating a crime and criminal penalties for all adults who fail to report sexual abuse of children; and requiring and amending certain educational programs and trainings.
  • 48. Enr. Com. Sub. for S. B. No. 161] 2 Be it enacted by the Legislature of West Virginia: That §49-6A-1, §49-6A-2, §49-6A-8 and §49-6A-10 of the Code of West Virginia, 1931, as amended, be amended and reenacted, all to read as follows: ARTICLE 6A. REPORTS OF CHILDREN SUSPECTED TO BE ABUSED OR NEGLECTED. §49-6A-1. Purpose. 1 It is the purpose of this article, through the complete 2 reporting of child abuse and neglect, to protect the best 3 interests of the child, to offer protective services in order to 4 prevent any further harm to the child or any other children 5 living in the home, to stabilize the home environment, to 6 preserve family life whenever possible, to promote adult 7 responsibility for protecting children and to encourage 8 cooperation among the states to prevent future incidents of 9 child abuse and neglect and in dealing with the problems of 10 child abuse and neglect. §49-6A-2. Persons mandated to report suspected abuse and ne- glect. 1 (a) Any medical, dental or mental health professional, 2 Christian Science practitioner, religious healer, school 3 teacher or other school personnel, social service worker, 4 child care or foster care worker, emergency medical services 5 personnel, peace officer or law-enforcement official, humane 6 officer, member of the clergy, circuit court judge, family 7 court judge, employee of the Division of Juvenile Services, 8 magistrate, youth camp administrator or counselor, em- 9 ployee, coach or volunteer of an entity that provides orga- 10 nized activities for children, or commercial film or photo- 11 graphic print processor who has reasonable cause to suspect 12 that a child is neglected or abused or observes the child 13 being subjected to conditions that are likely to result in 14 abuse or neglect shall immediately, and not more than 15 forty-eight hours after suspecting this abuse or neglect, 16 report the circumstances or cause a report to be made to the 17 Department of Health and Human Resources: Provided, That
  • 49. 3 [Enr. Com. Sub. for S. B. No. 161 18 in any case where the reporter believes that the child 19 suffered serious physical abuse or sexual abuse or sexual 20 assault, the reporter shall also immediately report, or cause 21 a report to be made, to the State Police and any law-en- 22 forcement agency having jurisdiction to investigate the 23 complaint: Provided, however, That any person required to 24 report under this article who is a member of the staff or 25 volunteer of a public or private institution, school, entity 26 that provides organized activities for children, facility or 27 agency shall also immediately notify the person in charge of 28 the institution, school, entity that provides organized 29 activities for children, facility or agency, or a designated 30 agent thereof, who may supplement the report or cause an 31 additional report to be made. 32 (b) Any person over the age of eighteen who receives a 33 disclosure from a credible witness or observes any sexual 34 abuse or sexual assault of a child, shall immediately, and not 35 more than forty-eight hours after receiving such a disclosure 36 or observing the sexual abuse or sexual assault, report the 37 circumstances or cause a report to be made to the Depart- 38 ment of Health and Human Resources or the State Police or 39 other law-enforcement agency having jurisdiction to investi- 40 gate the report. In the event that the individual receiving the 41 disclosure or observing the sexual abuse or sexual assault 42 has a good faith belief that the reporting of the event to the 43 police would expose either the reporter, the subject child, the 44 reporter’s children or other children in the subject child’s 45 household to an increased threat of serious bodily injury, the 46 individual may delay making the report while he or she 47 undertakes measures to remove themselves or the affected 48 children from the perceived threat of additional harm: 49 Provided, That the individual makes the report as soon as 50 practicable after the threat of harm has been reduced. The 51 law-enforcement agency that receives a report under this 52 subsection shall report the allegations to the Department of 53 Health and Human Resources and coordinate with any other 54 law-enforcement agency, as necessary to investigate the 55 report.
  • 50. Enr. Com. Sub. for S. B. No. 161] 4 56 (c) Nothing in this article is intended to prevent individ- 57 uals from reporting suspected abuse or neglect on their own 58 behalf. In addition to those persons and officials specifically 59 required to report situations involving suspected abuse or 60 neglect of children, any other person may make a report if 61 such person has reasonable cause to suspect that a child has 62 been abused or neglected in a home or institution or observes 63 the child being subjected to conditions or circumstances that 64 would reasonably result in abuse or neglect. §49-6A-8. Failure to report; penalty. 1 Any person, official or institution required by this article 2 to report a case involving a child known or suspected to be 3 abused or neglected, or required by section five of this article 4 to forward a copy of a report of serious injury, who know- 5 ingly fails to do so or knowingly prevents another person 6 acting reasonably from doing so, is guilty of a misdemeanor 7 and, upon conviction thereof, shall be confined in jail not 8 more than thirty days or fined not more than $1,000, or both. §49-6A-10. Educational programs. 1 Subject to appropriation in the budget bill, the state 2 department shall conduct educational and training programs 3 for persons required to report suspected abuse or neglect, 4 and the general public, as well as implement evidence-based 5 programs that reduce incidents of child maltreatment 6 including sexual abuse. Training for persons require to 7 report and the general public shall include indicators of 8 child abuse and neglect, tactics used by sexual abusers, how 9 and when to make a report, and protective factors that 10 prevent abuse and neglect in order to promote adult respon- 11 sibility for protecting children, encourage maximum report- 12 ing of child abuse and neglect, and to improve communica- 13 tion, cooperation and coordination among all agencies 14 involved in the identification, prevention and treatment of 15 the abuse and neglect of children.
  • 51. TAB 6 Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 52. Disclosure Module Goals • To provide information on what to do when a parent or child discloses maltreatment. • To learn the things not to say when someone discloses. • To learn common types of disclosure patterns. Group size Large group Time 10 minutes Materials Slide 20 Mandated Reporter Disclosure Job Aid Handout – Types of Disclosures Handout – What to do When a Child or Adult Discloses Handout – What NOT to Say when Someone Discloses to You Process 1. Display Slide 20 and distribute Disclosure Job Aid cards to participants. Tell them that the card is intended to be an easily accessible job aid to guide them on what to do in situations when disclosure occurs. 2. Point out that the card provides steps to take when a parent or child discloses, the things not to say when someone discloses, and the common types of disclosure. 3. Ask participants to read the card and look for information that needs clarified. 4. When all participants have reviewed the information on the card, ask for questions or clarifications of any of the information contained on it. 5. Refer participants to Supplementary Handouts, which contain additional information on disclosure. 6. To wrap up the module, encourage participants to read the material in the Supplementary Handouts and to keep the card with them so that they will be prepared to use it when it’s needed. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 53. Mandated Reporter Disclosure Job Aid       What  to  do  when  a  child  or  adult  discloses   What  NOT  to  say  when  someone  discloses   suspected  child  abuse  or  neglect.   suspected  child  abuse  or  neglect.   1. Find  a  private  place  to  talk  with  the  person.   1. Don’t  ask  “why”  questions  such  as:  “Why   2. Reassure  the  person  making  the  disclosure   didn't  you  stop  him  or  her?”  “Why  are  you   ("I  believe  you.”)   telling  me  this?”   3. Listen  openly  and  calmly,  with  minimal   2. Don't  say  "Are  you  sure?"   interruptions.     3. Don't  ask  "Are  you  telling  the  truth?"   4. Write  down  the  facts  and  words  as  the   4. Don't  say  "Let  me  know  if  it  happens  again."   person  has  stated  them.  (Exact  words  are   5. Avoid  leading  questions  ("Did  your  uncle   important  to  investigators.)   touch  you  too?”  “Was  he  wearing  a  blue   5. Do  not  promise  not  to  tell,  but  respect  the   jacket?”)   person’s  confidentiality  by  not  telling  others   who  don’t  need  to  know.   WV  Child  Abuse  and  Neglect  Hotline   6. Tell  the  truth.   7. Be  specific.  Let  the  child  know  what  is  going   1-­800-­352-­6513   to  happen.     24  hours  a  day  -­‐  7  days  a  week   8. Assess  the  child’s  immediate  safety.     9. Be  supportive.     For  serious  physical  abuse  or  sexual  abuse,  also   10. Report  the  disclosure  immediately  and  no   contact  the  state  police  &  local  law  enforcement. later  than  48  hrs  to  CPS.         What  to  do  when  a  child  or  adult  discloses   What  NOT  to  say  when  someone  discloses   suspected  child  abuse  or  neglect.   suspected  child  abuse  or  neglect.   1. Find  a  private  place  to  talk  with  the  person.   1. Don’t  ask  “why”  questions  such  as:  “Why   2. Reassure  the  person  making  the  disclosure   didn't  you  stop  him  or  her?”  “Why  are  you   ("I  believe  you.”)   telling  me  this?”   3. Listen  openly  and  calmly,  with  minimal   2. Don't  say  "Are  you  sure?"   interruptions.     3. Don't  ask  "Are  you  telling  the  truth?"   4. Write  down  the  facts  and  words  as  the   4. Don't  say  "Let  me  know  if  it  happens  again."   person  has  stated  them.  (Exact  words  are   5. Avoid  leading  questions  ("Did  your  uncle   important  to  investigators.)   touch  you  too?”  “Was  he  wearing  a  blue   5. Do  not  promise  not  to  tell,  but  respect  the   jacket?”)   person’s  confidentiality  by  not  telling  others   who  don’t  need  to  know.   WV  Child  Abuse  and  Neglect  Hotline   6. Tell  the  truth.   7. Be  specific.  Let  the  child  know  what  is  going   1-­800-­352-­6513   to  happen.     24  hours  a  day  -­‐  7  days  a  week   8. Assess  the  child’s  immediate  safety.     9. Be  supportive.     For  serious  physical  abuse  or  sexual  abuse,  also   10. Report  the  disclosure  immediately  and  no   contact  the  state  police  &  local  law  enforcement.   later  than  48  hrs  to  CPS.    
  • 54. Types of Disclosures 1. Indirect Hints Examples ♦ "My brother wouldn't let me sleep last night." ♦ "Mr. Jones wears funny underwear." ♦ "My babysitter keeps bothering me." ♦ "I don't like it when my mother leaves me alone with my uncle." Explanation A child may talk in these terms because he or she hasn't learned more specific vocabulary, feels ashamed or embarrassed, has promised not to tell, or for a combination of those reasons. 2. Disguised Disclosure Examples ♦ "I know someone who is being touched in a bad way." ♦ "What would happen if a girl told someone she was being molested, but the person did not believe her?" Explanation A person may be talking about someone she or he knows, but is just as likely to be talking about himself or herself. Encourage the individual to tell you what he or she knows about the "other person." Then ask whether something like what is being said has ever happened to him or her. 3. Disclosures with Strings Attached Examples ♦ "I have a problem, but if I tell you, you have to promise not to tell." Explanation Many people believe something very negative will happen if they break the secret of maltreatment. The child may have been threatened by the offender to ensure his or her silence. Let the person know that there are some secrets that you just can't keep. Assure the individual that your job is to protect the child and keep him/her safe. Let the person know you will keep it as confidential as possible, but that you are required by law to make a report. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 55. What to do When a Child or Adult Discloses 1. Find a private place to talk with the person. 2. Reassure the person making the disclosure. a. "I believe you." b. "I am glad you told me." c. "It is not your fault this happened," (if talking to the child). d. Affirm that maltreatment is wrong. 3. Listen openly and calmly, with minimal interruptions. Try to keep your own emotions and nonverbal cues neutral. 4. Write down the facts and words as the person has stated them. Use the child’s own vocabulary. 5. Do not promise not to tell. Know your limits. This is not a situation you can handle by yourself. However, do not discuss what the child told you with anyone who is not directly involved in helping the child. 6. Tell the truth. Don’t make promises you can’t keep, particularly relating to secrecy, court involvement, placement and social worker decisions. 7. Be specific. Let the child know exactly what is going to happen. Tell the child that you must report the abuse or neglect to Child Protective Services. Tell the child that a social worker who helps families with these kinds of problems may be coming to talk with the child. 8. Assess the child’s immediate safety. Is the child in immediate physical danger? Is it a crisis? Are there others in the home who can protect the child? 9. Be supportive. Remember why the child came to you. The child needs your help, support and guidance. Reassure the child that telling about the abuse or neglect was the right thing to do. It is the only way to make it stop. 10. Report the disclosure within 48 Hours to Child Protective Services. Call the toll-free CPS Hotline at 1- 800-352-6513. For serious physical abuse and sexual abuse, also contact the state police and local law enforcement. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 56. What NOT to Say When Someone Discloses To You 1. Don't ask "why" questions such as • "Why didn't you stop him or her?" • "Why are you telling me this?" 2. Don't say "Are you sure this is happening?" 3. Don't ask "Are you telling the truth?" 4. Don't say "Let me know if it happens again." 5. Don't ask "What did you do to make this happen?" If someone does make a disclosure, don't try to get all the details. Listen attentively and ask him/her if he/she wants to say anything else. If she chooses to say nothing more, then proceed to notify the designated official as soon as possible and follow the steps outlined by your church/agency policy. Also, write down the actual words used in the disclosure and your interaction with the individual. This first statement made spontaneously has forensic significance to the investigators and the exact words can be important. Above all, MINIMIZE the number of questions you ask and avoid the use of leading questions (questions that suggest an answer) e.g., "Did your uncle touch you in the private area too? Was he wearing a blue jacket?" Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 57. Tab 7 Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 58. What Happens When You Make a Report Module Goals • To provide information on: o What happens when you make a report; o The WV Child Abuse and Neglect hotline; o The role of Child Protective Services. Group size Large group Time 10 minutes Materials Slides 21-22 Handout - What Happens When You Make a Report Reporting Suspected Abuse or Neglect in WV – Flow chart Process 1. Tell participants that this section of the training will provide information on the reporting process. 2. Quickly display Slides 21-22. Cover the information, but avoid detailed explanations of the data on the slides. 3. After showing Slide 22, ask participants to turn to “What Happens When You Make a Report” Handout. Ask them to read the information, marking with a pen, pencil, or highlighter those sections of the material that are unclear or that they have questions about. 4. After all participants have read the material, open the floor to questions by participants. 5. Emphasize that mandated reporters are legally required to report suspected abuse or neglect. CPS is responsible for investigating whether or not maltreatment occurred. Strive to maintain focus on reporting, which is the purpose of this training vs. the complexities of CPS response. 6. Tell participants that they can contact the Department of Health and Human Resources, Child Protective Services, or Prevent Child Abuse West Virginia if they have additional questions about the reporting process. NOTE: Participants will likely want to describe at length their experiences and frustrations of interaction with CPS. Redirect back to the focus of this session on reporting and our role in preventing abuse before it occurs. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Instructor Materials
  • 59. What Happens When You Make a Report Your job as a mandated reporter is to assure that CPS is contacted whenever you reasonably suspect that a child has been abused or neglected or subject to conditions where abuse or neglect is likely to occur. Even if your report does not result in a case being accepted for investigation, it is always best to err on the side of caution and report your concerns. Your report may provide a key piece of information that will be helpful to CPS during a future investigation. When making a report, the mandated reporter may be asked information concerning the following: • Client – family demographics including name, age, gender, race and ethnicity for members of the household and their relationship to each other: the family’s address and phone number; the adults’ place of employment and child’s school or childcare, when applicable. • Alleged child abuse and/or neglect • Specific caregiver behavior indicative of child abuse and neglect • Events and circumstances associated with or accompanying the child abuse or neglect • Effects of child abuse or neglect; present danger and/or impending danger; caregiver behavior on child; child’s condition resulting from the child abuse or neglect; and/or family condition • Available information about the child(ren) including: o General condition and functioning o Location o State of mind/emotion; specific fear o Proximity of threat o Access to those who can help and protect • Available information about the caregiver(s) including: o General functioning o General parenting o General state of mind/emotion o Current location o Community relations o Employment o Use of substances o Mental health functioning o Attitudes toward/perceptions of child(ren) o Previous relevant history, including CPS history o Likely response to CPS Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials
  • 60. Available information about the family including: o Domestic violence, including power, control, entitlement o Living arrangements o Household composition o Household activity - including people in and out o Condition of residence • Description of any possible/likely emergency circumstances • Identification of protective adults who are or may be available. • The reporter’s name, relationship to the family, motivation and source of information, if possible; why the reporter is reporting now; and any actions that the reporter suggests should occur. • Information concerning the name and contact information for biological parents who are not subject of the report. • The names and contact information of other people with information regarding the child or family. Please be aware your initial report to CPS will take longer than it has in the past, due to the implementation of the SAMS (Safety Assessment and Management System) Model. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect – Participant Materials