- The Institutional Abuse Investigation Unit (IAIU) investigates reports of suspected child abuse or neglect by school staff, while the local DYFS office investigates reports involving a child's home.
- After a report is made, the hotline screener will determine if the situation requires a child abuse/neglect investigation or a voluntary Child Welfare Services assessment.
- Investigations aim to get a "clean statement" from the child without influence from school staff, and findings can be substantiated, unfounded, or require no further action. Notifications are made to relevant parties based on the investigation results.
Childhood Neglect Material: A Resouce for Multi-Agency TrainingBASPCAN
This document provides an overview of training resources for multi-agency professionals on the topic of child neglect. It includes summaries of reviews and reports on child neglect, outlines the structure and content of training courses, and describes how the training materials can be utilized. The training aims to help practitioners systematically assess neglect cases, focus on the child's needs and experiences, analyze parenting capacity, and identify effective interventions through a consistent multi-agency approach.
School staff are required to call both child welfare authorities (the State Central Registry Hotline at 1-877-NJ ABUSE) and local law enforcement to report suspected child abuse. When calling authorities, staff should be prepared to provide specific details about the individuals involved, the nature of the abuse, and related incidents. Staff should make the call from school rather than delaying or calling from elsewhere. Errring on the side of caution by reporting suspected abuse helps protect children, while failure to report can result in legal consequences for the staff member.
The document outlines New Jersey policies and procedures for reporting child abuse and neglect in schools. It discusses:
1) Requirements for school districts to establish policies for reporting suspected abuse and appoint a liaison to child welfare authorities.
2) Obligations of school personnel to immediately report any suspected abuse, as required by state law, and their protection from liability when reports are made in good faith.
3) Indicators of potential abuse or neglect, like unexcused student absenteeism, and requirements to report those situations.
This document provides an overview of a workshop on identifying and reporting child abuse and neglect, as well as building protective factors to prevent maltreatment. The workshop covers learning objectives around signs of abuse, reporting procedures, and research-based protective factors. It also includes facts about child maltreatment, details on mandatory reporting laws, and how to implement an action plan for prevention.
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Some key points:
- Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs can include bruises, burns, fractures, and internal injuries.
- Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. In Wisconsin in 2015, there were over 42,000 child abuse reports involving 35,000 children, with 871 substantiated cases of physical abuse.
- Symptoms of abused children may include injuries that don't match stories, untreated medical issues, reluctance to go home, and withdrawal. Anyone can report suspected
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Some key points:
- Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs can include bruises, burns, fractures, and internal injuries.
- Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. In Wisconsin in 2015, there were over 42,000 child abuse reports involving 35,000 children, with 871 substantiated cases of physical abuse.
- Symptoms of abused children can include injuries that don't match stories, untreated medical issues, reluctance to go home, and behavioral changes like nightmares
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs of physical abuse include bruises, burns, fractures, and cuts. Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. Symptoms exhibited by abused children include injuries that don't match stories, untreated medical issues, nightmares, anxiety, and reluctance to go home. The document provides local and national resources for reporting abuse and getting help. Teachers can help abused students by maintaining their normal status, respecting privacy, and developing a sense of belonging.
Childhood Neglect Material: A Resouce for Multi-Agency TrainingBASPCAN
This document provides an overview of training resources for multi-agency professionals on the topic of child neglect. It includes summaries of reviews and reports on child neglect, outlines the structure and content of training courses, and describes how the training materials can be utilized. The training aims to help practitioners systematically assess neglect cases, focus on the child's needs and experiences, analyze parenting capacity, and identify effective interventions through a consistent multi-agency approach.
School staff are required to call both child welfare authorities (the State Central Registry Hotline at 1-877-NJ ABUSE) and local law enforcement to report suspected child abuse. When calling authorities, staff should be prepared to provide specific details about the individuals involved, the nature of the abuse, and related incidents. Staff should make the call from school rather than delaying or calling from elsewhere. Errring on the side of caution by reporting suspected abuse helps protect children, while failure to report can result in legal consequences for the staff member.
The document outlines New Jersey policies and procedures for reporting child abuse and neglect in schools. It discusses:
1) Requirements for school districts to establish policies for reporting suspected abuse and appoint a liaison to child welfare authorities.
2) Obligations of school personnel to immediately report any suspected abuse, as required by state law, and their protection from liability when reports are made in good faith.
3) Indicators of potential abuse or neglect, like unexcused student absenteeism, and requirements to report those situations.
This document provides an overview of a workshop on identifying and reporting child abuse and neglect, as well as building protective factors to prevent maltreatment. The workshop covers learning objectives around signs of abuse, reporting procedures, and research-based protective factors. It also includes facts about child maltreatment, details on mandatory reporting laws, and how to implement an action plan for prevention.
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Some key points:
- Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs can include bruises, burns, fractures, and internal injuries.
- Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. In Wisconsin in 2015, there were over 42,000 child abuse reports involving 35,000 children, with 871 substantiated cases of physical abuse.
- Symptoms of abused children may include injuries that don't match stories, untreated medical issues, reluctance to go home, and withdrawal. Anyone can report suspected
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Some key points:
- Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs can include bruises, burns, fractures, and internal injuries.
- Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. In Wisconsin in 2015, there were over 42,000 child abuse reports involving 35,000 children, with 871 substantiated cases of physical abuse.
- Symptoms of abused children can include injuries that don't match stories, untreated medical issues, reluctance to go home, and behavioral changes like nightmares
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs of physical abuse include bruises, burns, fractures, and cuts. Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. Symptoms exhibited by abused children include injuries that don't match stories, untreated medical issues, nightmares, anxiety, and reluctance to go home. The document provides local and national resources for reporting abuse and getting help. Teachers can help abused students by maintaining their normal status, respecting privacy, and developing a sense of belonging.
Making a Difference Mandated Reporter Instructor GuideJim McKay
Welcome everyone to the Making a Difference Train-the-Trainer session. We are so glad you are here to learn how to help others prevent and report child abuse and neglect.
Before we get started, let's go around and introduce ourselves. Please share your name and what brings you here today.
After introductions, move into the icebreaker. Say:
To get warmed up and start thinking about why preventing child abuse is so important, we are going to do a short icebreaker activity in small groups. Please break into groups of 3-5 people. I'll give you about 10 minutes to discuss the following questions:
1. What strengths or experiences do you have that will help you in training others about
Mandated reporter tng for child mal 2011 (2)bholmes
The document provides information about mandated reporter training from the Department of Human Services. It defines who is considered a mandated reporter, such as teachers, medical professionals, and social workers. Mandated reporters must immediately report any reasonable suspicion of child abuse or neglect directly to the Child Abuse Hotline by phone or fax. A mandated reporter who fails to report can face civil and criminal penalties. The identity of the reporter is generally kept confidential.
Educators are mandated reporters who are required by law to report any suspected child abuse or neglect. The document outlines the legal requirements for mandated reporters, including that failure to report can result in criminal charges and that reporters are legally protected from liability if reporting is done in good faith. It provides details on the reporting process, which involves filling out a form and submitting it to social services for review and investigation. Contact information is given for local social services departments and a link is provided for online mandated reporter training.
This document provides guidance for mandated reporters on child abuse and neglect reporting laws in Washington State. It outlines who must report suspected abuse, timelines for reporting, definitions of abuse types including physical abuse, sexual abuse, neglect, and abandonment. It describes signs of abuse, the reporting process, protections for reporters, and issues of racial disproportionality in child welfare systems.
Foster Care Placement Washington State discusses the process of becoming a foster parent in Washington. Applicants must be at least 21, employed, pass a TB test and background check, and complete PRIDE training. The PRIDE program provides 40 hours of required training. Social workers and licensure staff make placements and ensure homes meet standards. Culture, religion, and economic status are also addressed - gay couples and single applicants can foster, and no discrimination based on religion is allowed in placements. Interested individuals should contact their local social service agency for more information.
The document discusses Pennsylvania's mandatory reporting laws for suspected child abuse. It provides statistics on reported and substantiated child abuse cases in Pennsylvania in 2010. It outlines who is required to report suspected abuse, including professionals who work with children, and the process for making oral and written reports. It defines what constitutes child abuse under Pennsylvania law, including physical abuse, sexual abuse, neglect, and specific criminal offenses. The duties of mandated reporters to disclose suspected abuse are discussed.
The document discusses several flaws in the U.S. foster care system. It notes that while foster care was originally intended to care for children in need, potential issues were anticipated but seen as necessary risks. Currently, about 75% of children in foster care have been sexually abused. Some ways to address flaws include more effective screening of social workers and foster families, holding negligent parents accountable, and implementing regular training for social workers based on recurring issues. The document also provides statistics on the large number of children currently in foster care and challenges with placing siblings together.
Achieving permanency for foster children through concurrent planning. Guides outline case planning that includes reunification for families and steps leading to adoption when reunification is not an option.
This document provides guidance for mandated reporters in Michigan on their legal responsibilities to report suspected child abuse and neglect. It defines who mandated reporters are, what must be included in verbal and written reports to child protective services, indicators of abuse and neglect, and the investigation and outcome categories. Mandated reporters are legally required to report any suspected abuse or neglect directly to child protective services and notify their organization's head.
Challenges Faced By Youth Aging Out of Foster CareLisa Dickson
This document discusses the challenges faced by youth who age out of foster care. It notes that many lack preparation and a safety net to support their transition to adulthood. Some key challenges include high rates of homelessness, low rates of college graduation, unemployment, and lack of access to healthcare compared to peers who did not age out of foster care. The document advocates for improved transition planning and support through extended foster care, identifying permanent connections, and access to resources to help youth succeed after aging out.
This document provides information about Leslie Stewart, an attorney who assists with grandparent and relative custody cases in Georgia. It discusses what is considered deprivation, guardianship, and the "Care of a Grandchild Act." It notes that grandparents and relatives can be awarded custody in certain circumstances, such as when a parent is unfit due to issues like drug/alcohol abuse or mental health problems. It explains the best interests of the child standard courts use and options for gaining custody, such as private deprivation actions.
The presentation will cover the basics of partner violence, impact of violence on pregnancy/fetal development, impact on child development (birth-adolescence), resiliency in children, proper ways to respond to partner violence when children are present and resources for assistance/more information.
This document summarizes the findings of a study on violence against children in Georgia. The study surveyed over 3,000 people across Georgia about their knowledge, attitudes and practices related to violence against children. It found that violence against children is widely accepted in Georgia, with over half the population believing violent punishment is more effective than non-violent parenting. Women were more likely than men to view violence against children as appropriate. Additionally, most people, including professionals, believe issues within a family should remain private, creating obstacles to reporting violence. The findings suggest high tolerance of violence against children contributes to its continued prevalence in Georgia.
This document is a grant proposal from New Hanover Child Advocates requesting $225,000 in funding. It aims to advocate for abused and neglected children in New Hanover County who are in the legal system without representation. The program will recruit and train volunteer Guardian Ad Litems to advocate for children in court and ensure they do not get lost in the overburdened system or placed inappropriately. Guardian Ad Litems will visit children monthly and represent their best interests to the judge. The goal is to give children more attention to find a safe permanent home and reduce chances of reentering foster care.
The document discusses issues facing foster youth who age out of the foster care system at 18. It finds that these youth often experience negative outcomes like homelessness, unemployment, and incarceration at much higher rates than the general population. It evaluates the need for a program to better support foster youth as they transition to independence. The goal would be to implement a new program that helps prepare foster youth for adulthood through extended care and services, leading to improved and more productive lives.
How Foster Care Works From Start to FinishMatthew Kaplan
Here is an overview of how the foster care process works in California at Alternative Family Services, highlighting the main steps of foster care from removal to reunification, adoption, long-term care or emancipation.
This document provides information about what happens after a report of child abuse or neglect is made from a school. It discusses who conducts investigations - either the Division of Youth and Family Services (DYFS) local office or the Institutional Abuse Investigation Unit (IAIU). The IAIU investigates reports concerning school staff, while DYFS handles reports involving a child's home. Investigations aim to determine if an incident is "substantiated" or "unfounded." The document outlines rights and procedures to protect students and staff during the process.
1. The document outlines the roles and responsibilities of a school social worker at Chicago International Charter School, including providing mandated social work minutes per IEPs, facilitating social-emotional learning, and overseeing homeless education programs and mandated reporting.
2. It discusses mandated reporting requirements for all school personnel, including the legal obligation to report suspected child abuse or neglect immediately by calling the DCFS hotline.
3. Key terms related to mandated reporting are defined, such as physical abuse, sexual abuse, neglect, indicated vs. unfounded reports, and the timeline for making and confirming reports of abuse or neglect.
This document provides information about mandated reporting requirements and definitions of child abuse and neglect according to Ohio law. It outlines what types of situations require professionals to report suspected abuse or neglect, including lack of basic needs, physical or sexual abuse, and exposure to dangerous conditions. The summary also describes the procedures that will be followed when a report is made, including screening, investigating, determining findings, and maintaining confidentiality of reports. House of New Hope employees are considered mandated reporters who must report suspicions of abuse or neglect.
The document provides an agenda and information for a staff meeting at Meeker Elementary School. It includes introductions of new staff, a discussion of child abuse and neglect reporting policies and procedures, an overview of the principal's philosophy, and other nuts and bolts school operation topics. Staff are expected to make student well-being the top priority, communicate respectfully, and work as a cooperative team.
Making a Difference Mandated Reporter Instructor GuideJim McKay
Welcome everyone to the Making a Difference Train-the-Trainer session. We are so glad you are here to learn how to help others prevent and report child abuse and neglect.
Before we get started, let's go around and introduce ourselves. Please share your name and what brings you here today.
After introductions, move into the icebreaker. Say:
To get warmed up and start thinking about why preventing child abuse is so important, we are going to do a short icebreaker activity in small groups. Please break into groups of 3-5 people. I'll give you about 10 minutes to discuss the following questions:
1. What strengths or experiences do you have that will help you in training others about
Mandated reporter tng for child mal 2011 (2)bholmes
The document provides information about mandated reporter training from the Department of Human Services. It defines who is considered a mandated reporter, such as teachers, medical professionals, and social workers. Mandated reporters must immediately report any reasonable suspicion of child abuse or neglect directly to the Child Abuse Hotline by phone or fax. A mandated reporter who fails to report can face civil and criminal penalties. The identity of the reporter is generally kept confidential.
Educators are mandated reporters who are required by law to report any suspected child abuse or neglect. The document outlines the legal requirements for mandated reporters, including that failure to report can result in criminal charges and that reporters are legally protected from liability if reporting is done in good faith. It provides details on the reporting process, which involves filling out a form and submitting it to social services for review and investigation. Contact information is given for local social services departments and a link is provided for online mandated reporter training.
This document provides guidance for mandated reporters on child abuse and neglect reporting laws in Washington State. It outlines who must report suspected abuse, timelines for reporting, definitions of abuse types including physical abuse, sexual abuse, neglect, and abandonment. It describes signs of abuse, the reporting process, protections for reporters, and issues of racial disproportionality in child welfare systems.
Foster Care Placement Washington State discusses the process of becoming a foster parent in Washington. Applicants must be at least 21, employed, pass a TB test and background check, and complete PRIDE training. The PRIDE program provides 40 hours of required training. Social workers and licensure staff make placements and ensure homes meet standards. Culture, religion, and economic status are also addressed - gay couples and single applicants can foster, and no discrimination based on religion is allowed in placements. Interested individuals should contact their local social service agency for more information.
The document discusses Pennsylvania's mandatory reporting laws for suspected child abuse. It provides statistics on reported and substantiated child abuse cases in Pennsylvania in 2010. It outlines who is required to report suspected abuse, including professionals who work with children, and the process for making oral and written reports. It defines what constitutes child abuse under Pennsylvania law, including physical abuse, sexual abuse, neglect, and specific criminal offenses. The duties of mandated reporters to disclose suspected abuse are discussed.
The document discusses several flaws in the U.S. foster care system. It notes that while foster care was originally intended to care for children in need, potential issues were anticipated but seen as necessary risks. Currently, about 75% of children in foster care have been sexually abused. Some ways to address flaws include more effective screening of social workers and foster families, holding negligent parents accountable, and implementing regular training for social workers based on recurring issues. The document also provides statistics on the large number of children currently in foster care and challenges with placing siblings together.
Achieving permanency for foster children through concurrent planning. Guides outline case planning that includes reunification for families and steps leading to adoption when reunification is not an option.
This document provides guidance for mandated reporters in Michigan on their legal responsibilities to report suspected child abuse and neglect. It defines who mandated reporters are, what must be included in verbal and written reports to child protective services, indicators of abuse and neglect, and the investigation and outcome categories. Mandated reporters are legally required to report any suspected abuse or neglect directly to child protective services and notify their organization's head.
Challenges Faced By Youth Aging Out of Foster CareLisa Dickson
This document discusses the challenges faced by youth who age out of foster care. It notes that many lack preparation and a safety net to support their transition to adulthood. Some key challenges include high rates of homelessness, low rates of college graduation, unemployment, and lack of access to healthcare compared to peers who did not age out of foster care. The document advocates for improved transition planning and support through extended foster care, identifying permanent connections, and access to resources to help youth succeed after aging out.
This document provides information about Leslie Stewart, an attorney who assists with grandparent and relative custody cases in Georgia. It discusses what is considered deprivation, guardianship, and the "Care of a Grandchild Act." It notes that grandparents and relatives can be awarded custody in certain circumstances, such as when a parent is unfit due to issues like drug/alcohol abuse or mental health problems. It explains the best interests of the child standard courts use and options for gaining custody, such as private deprivation actions.
The presentation will cover the basics of partner violence, impact of violence on pregnancy/fetal development, impact on child development (birth-adolescence), resiliency in children, proper ways to respond to partner violence when children are present and resources for assistance/more information.
This document summarizes the findings of a study on violence against children in Georgia. The study surveyed over 3,000 people across Georgia about their knowledge, attitudes and practices related to violence against children. It found that violence against children is widely accepted in Georgia, with over half the population believing violent punishment is more effective than non-violent parenting. Women were more likely than men to view violence against children as appropriate. Additionally, most people, including professionals, believe issues within a family should remain private, creating obstacles to reporting violence. The findings suggest high tolerance of violence against children contributes to its continued prevalence in Georgia.
This document is a grant proposal from New Hanover Child Advocates requesting $225,000 in funding. It aims to advocate for abused and neglected children in New Hanover County who are in the legal system without representation. The program will recruit and train volunteer Guardian Ad Litems to advocate for children in court and ensure they do not get lost in the overburdened system or placed inappropriately. Guardian Ad Litems will visit children monthly and represent their best interests to the judge. The goal is to give children more attention to find a safe permanent home and reduce chances of reentering foster care.
The document discusses issues facing foster youth who age out of the foster care system at 18. It finds that these youth often experience negative outcomes like homelessness, unemployment, and incarceration at much higher rates than the general population. It evaluates the need for a program to better support foster youth as they transition to independence. The goal would be to implement a new program that helps prepare foster youth for adulthood through extended care and services, leading to improved and more productive lives.
How Foster Care Works From Start to FinishMatthew Kaplan
Here is an overview of how the foster care process works in California at Alternative Family Services, highlighting the main steps of foster care from removal to reunification, adoption, long-term care or emancipation.
This document provides information about what happens after a report of child abuse or neglect is made from a school. It discusses who conducts investigations - either the Division of Youth and Family Services (DYFS) local office or the Institutional Abuse Investigation Unit (IAIU). The IAIU investigates reports concerning school staff, while DYFS handles reports involving a child's home. Investigations aim to determine if an incident is "substantiated" or "unfounded." The document outlines rights and procedures to protect students and staff during the process.
1. The document outlines the roles and responsibilities of a school social worker at Chicago International Charter School, including providing mandated social work minutes per IEPs, facilitating social-emotional learning, and overseeing homeless education programs and mandated reporting.
2. It discusses mandated reporting requirements for all school personnel, including the legal obligation to report suspected child abuse or neglect immediately by calling the DCFS hotline.
3. Key terms related to mandated reporting are defined, such as physical abuse, sexual abuse, neglect, indicated vs. unfounded reports, and the timeline for making and confirming reports of abuse or neglect.
This document provides information about mandated reporting requirements and definitions of child abuse and neglect according to Ohio law. It outlines what types of situations require professionals to report suspected abuse or neglect, including lack of basic needs, physical or sexual abuse, and exposure to dangerous conditions. The summary also describes the procedures that will be followed when a report is made, including screening, investigating, determining findings, and maintaining confidentiality of reports. House of New Hope employees are considered mandated reporters who must report suspicions of abuse or neglect.
The document provides an agenda and information for a staff meeting at Meeker Elementary School. It includes introductions of new staff, a discussion of child abuse and neglect reporting policies and procedures, an overview of the principal's philosophy, and other nuts and bolts school operation topics. Staff are expected to make student well-being the top priority, communicate respectfully, and work as a cooperative team.
The document outlines the child abuse reporting policies and procedures for the Puyallup School District. It defines child abuse and neglect and details what must be reported, including physical abuse, sexual abuse, sexual exploitation, and negligent treatment. It specifies that certified employees and administrators are required to report any suspected abuse within 48 hours and prior to notifying parents. The document provides guidance on how to make a report and answers common questions about the reporting process.
The document provides information on safeguarding refresher training at Saint Saviour's school in May 2019. It discusses the roles and responsibilities for safeguarding, including that everyone has a role to play in identifying concerns. It identifies Amir Lemouchi as the Designated Safeguarding Lead and outlines their responsibilities. It also lists key policies staff should be familiar with and defines different types of child abuse - physical, emotional, sexual, and neglect. It provides guidance on preventing radicalization, FGM mandatory reporting, responding to disclosures, and the process for reporting and following up on safeguarding concerns.
inspired change comes from God. A movement comes when inspiration is required to change. When children and parents are being placed into the criminal justice system and are silenced and separated based upon false allegations or otherwise; then faith proves to me from history that life gives us opportunities to make a difference and this is an opportunity to make a difference in the life of a child, beginning with the one that God gave to me. Time is a gift and it's called the present. Children who are abused have trouble staying present and it's time for a movement. www.IamsittingacrossfromGod.com
For I know the plans I have for you," declares the LORD, "plans to prosper you and not to harm you, plans to give you hope and a future. Jeremiah 29:11
inspired kids! returning soon!
I inspire. I create. I know.
The most beautiful thing about history is that through research and education, you find the answers. What's missing can be found within. Leading with inspiration….www.inspirewell-being.com
Example of-child-protection-policy-for-voluntary-organisationsMarivic Aloc
This document outlines a child protection policy for a voluntary organization. It discusses principles of protecting children, recognizing signs of abuse, and procedures for responding to concerns about a child's welfare. The key points are:
1. The policy's purpose is to safeguard children and promote their welfare by ensuring transparent and safe actions by adults in the organization.
2. It provides guidance on recognizing physical, emotional, sexual abuse and neglect and outlines steps to take if abuse is suspected, such as consulting designated contacts and making referrals to social services or police if needed.
3. The procedures explain the importance of confidentiality but note that a child's need for protection overrides confidentiality concerns. Members should share information on a
The document outlines a school district's child abuse reporting training and policy. It defines child abuse and neglect, including physical, sexual and negligent abuse. It requires all certificated staff and administrators to report any suspected abuse within 48 hours and details the reporting procedure. Staff are to prioritize the child's safety and cooperate with investigations, while maintaining confidentiality.
This document provides a summary of a child protection and safeguarding training session. The training covers:
- Confidentiality and respect policies for participants
- Learning aims around raising awareness of child protection signs and procedures
- Statutory guidance on safeguarding children
- Roles and responsibilities of the designated safeguarding lead and deputy
- Procedures for reporting concerns about a child's welfare
- Definitions and indicators of different types of child abuse and neglect
This document provides training on child abuse reporting responsibilities for district staff. It defines terms like child abuse, sexual abuse, sexual exploitation, negligent treatment, and unreasonable discipline. It specifies that non-supervisory certificated staff must report any suspected child abuse within 48 hours and outlines the reporting procedure. Staff are instructed not to interview victims or determine credibility before reporting. The training covers when and how to report, documentation requirements, and answers common questions about the reporting process.
The document outlines the referral process for families to receive services from the Referral for Active Intervention (RAI) program in Inala/Goodna, Queensland. The Department of Child Safety and the Department of Education can refer families with children ages 0-10 who are assessed to be at moderate to high risk but below the threshold for statutory intervention. Referrals are made electronically and involve family consent. The RAI program aims to support families and prevent escalation to the formal child protection system through intensive intervention.
School personnel are required to report any suspected child abuse or neglect by calling the State Central Registry Hotline at 1-877-NJ ABUSE and local law enforcement authorities. When making a call, school staff should provide specific details about the child, alleged perpetrator, and incident in response to questions from the Hotline screener. Calls should be made immediately from the school rather than being delayed or made elsewhere. Even if unsure about the situation, school staff should err on the side of caution and make a report, as failure to do so could result in legal consequences.
Children Missing Education Protocol Nov 2015KingstonVA
The document outlines the procedures for identifying and supporting children who are missing education or at risk of missing education in Kingston and Richmond. It defines key terms and describes the national and local context. It discusses governance arrangements and the roles of various service areas, including Admissions, Education Welfare, Education Inclusion, SEND, and Youth Offending in identifying and supporting these children. Key principles are established, such as maintaining a register of children missing education and ensuring a minimum of 25 hours of suitable education for all children.
Defining Child Abuse, Neglect and AbandonmentPursuant toLinaCovington707
Defining Child Abuse, Neglect and Abandonment
Pursuant to Fla. Stat. Chapter 39, there are three primary grounds that warrant state child protection intervention:
1. Child Abuse
2. Child Neglect
3. Child Abandonment
Defining Child Abuse, Neglect and Abandonment
Pursuant to Chapter 39,
“Abandoned” means a situation in which the parent or legal custodian of a child….makes no provision for the child’s support and makes no effort to communicate with the child which situation is sufficient to evince a willful rejection of parental obligations. Fla. Stat. 39.01(1) (2005)
Defining Child Abuse, Neglect and Abandonment
Pursuant to Chapter 39,
“Abuse” means any willful act or threatened act that results in any physical, mental or sexual injury or harm that causes or is likely to cause the child’s physical mental or emotional health to be significantly impaired. Child abuse includes acts or omissions. Corporal discipline of a child by a parent for disciplinary purposes does not constitute abuse when it does not result in harm to the child. (Fla. Stat. 39.01(2) (2005))
Defining Child Abuse, Neglect and Abandonment
Pursuant to Chapter 39,
“Neglect” occurs when a child is deprived of, or is allowed to be deprived of, necessary food, clothing, shelter, or medical treatment or a child is permitted to live in an environment when such deprivation or environment causes the child’s physical, mental, or emotional health to be significantly impaired or to be in danger of being significantly impaired. If the circumstances are caused primarily by financial inability, they do not constitute neglect unless actual services for relief have been offered and rejected. (Fla. Stat. 39.01(45) (2005))
Defining Child Abuse, Neglect and Abandonment
Pursuant to Chapter 39,
“Dependent” children are those children that have been found by a court to have been abandoned, abused or neglected or to be at substantial risk of imminent abuse, abandonment or neglect by the parents or legal custodians. (Fla. Stat. 39.01(14) (2005))
Taking Dependent Children into State Care
If a law enforcement official or an agent of the department has taken a child into physical custody and there is probable cause to believe the child has been abused, abandoned or neglected or is at imminent risk of being abused abandoned or neglected, the department shall file a shelter petition with the court bringing the child before the court within 24 hours of removal of the child. (Fla. Stat. 39.401(3) (2005))
Taking Dependent Children into State Care
A child taken into custody may be placed or continued in a shelter only if the court has made a specific finding of fact regarding the necessity for removal of the child from the home and has made a determination that the provision of appropriate and available services will not eliminate the need for placement. (Fla. Stat. 39.402(2) (2005))
To continue the child in shelter, the department must establish probable cause that re ...
This document provides an overview of Children's Aid Societies in Ontario and their role in protecting children from abuse and neglect. It discusses the types of abuse, including physical, sexual, emotional abuse and neglect. It outlines the duty to report suspected abuse or neglect and the process for investigations. Key responsibilities of Children's Aid Societies include assessing risk of harm to children, providing voluntary or protective services, and placing children in kinship care or foster homes when necessary.
This document provides a summary of important information for parents regarding special education services, non-discrimination policies, student records privacy (FERPA), and procedures for filing complaints in Lindbergh Schools. It informs parents that all students with disabilities are entitled to free appropriate public education. It also outlines policies regarding directory information, teacher qualifications under NCLB, and how to apply for free or reduced-price lunches.
This document provides a summary of notices and information for parents regarding special education services, non-discrimination policies, accessibility, student records privacy (FERPA), directory information, teacher qualifications under No Child Left Behind, and complaint procedures. It informs parents of their children's rights to special education, their privacy rights under FERPA, and how to file complaints. It also provides contact information for school principals and the process to apply for free or reduced price meals.
Final cpac ais identification reporting of child abuse 8 13 10CSD
This document provides information on identifying and reporting child abuse and neglect in Delaware. It defines the different types of abuse and neglect, including physical abuse, sexual abuse, emotional maltreatment and neglect. It outlines physical and behavioral indicators of abuse/neglect in children and risk factors in parents/caretakers. It also discusses Delaware laws regarding required reporting of abuse/neglect and protections for good faith reporters.
This document provides information about an annual employee training on bloodborne pathogens and accident reporting. It aims to comply with OSHA standards by informing employees about potential exposure risks and prevention methods. Key points covered include identifying high-risk job classifications, outlining an exposure control plan, defining relevant pathogens like HIV and Hepatitis B, describing potential transmission routes, and emphasizing the use of universal precautions like gloves and barriers to prevent the spread of bodily fluids.
This document provides information about programs and services offered by the Salem County Special Services School District. It includes a list of 10 special education programs as well as other services. The document discusses using technology like iPads, apps, and online resources to enhance instruction for special education students. It provides examples of apps that could be used for subjects like math, literacy, and life skills as well as for different disability categories. The agenda outlines a presentation and breakout sessions about using technology and digital resources in special education classrooms.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and how to use an EpiPen. It defines allergies and anaphylaxis, lists common allergic triggers and symptoms, and explains that EpiPens are prescribed for those with severe allergic reactions. It describes how to recognize symptoms requiring an EpiPen, the proper procedures for administering an EpiPen including holding it against the thigh and calling for help, and monitoring the person until emergency help arrives. The document emphasizes to always use an EpiPen if a reaction is suspected rather than waiting.
This document from the New Jersey Department of Education provides guidance for school personnel on recognizing and reporting child abuse and neglect. It defines the different types of abuse and neglect, including physical abuse, sexual abuse, neglect, emotional abuse and educational neglect. For each type, it lists observable physical and behavioral indicators. It also addresses how to handle situations involving students ages 18-21, and provides scenarios to illustrate how to identify and respond to potential abuse or neglect cases appropriately. School personnel are responsible for reporting all suspected cases of child abuse and neglect.
This document summarizes an annual employee training on bloodborne pathogens and accident reporting. It aims to comply with OSHA standards by informing employees about potential exposure risks and prevention methods. Key points covered include identifying high-risk job classifications, outlining an exposure control plan, defining relevant pathogens like HIV and Hepatitis B, describing potential transmission routes, and emphasizing the use of universal precautions like gloves and barriers to prevent the spread of bloodborne diseases.
This document provides information about diabetes and how to care for students with diabetes in schools. It discusses what diabetes is, signs and symptoms of low and high blood sugar, new laws regarding diabetes care in schools, what glucagon is and how it is used to treat severe low blood sugar, proper storage and administration of glucagon, and what to do after administering glucagon. The overall purpose is to educate about diabetes and establish protocols for providing care to students with diabetes in schools.
Asthma is a chronic lung condition that affects many children, causing inflammation and narrowing of the airways. It is the most common chronic childhood disorder and a leading cause of school absenteeism. Symptoms range from mild to life-threatening and are triggered by factors like allergens, exercise, and infections. Teachers play an important role in asthma management by reducing exposure to triggers, recognizing warning signs, and alerting nurses for help. With awareness and prevention strategies, schools can help students better control their asthma.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and their use for treating severe allergic reactions. It defines allergies and anaphylaxis, lists common symptoms, and explains that epinephrine is prescribed to treat anaphylaxis. It describes EpiPens as easy to use, single-dose devices for administering epinephrine. The document provides step-by-step instructions for administering an EpiPen, monitoring the person afterward, and emphasizing the importance of immediate medical help for any suspected anaphylactic reaction.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and how to use an EpiPen. It defines allergies and anaphylaxis, lists common allergens and symptoms. Anaphylaxis is a severe, life-threatening allergic reaction. Epinephrine is prescribed for those at risk, to treat anaphylaxis. EpiPens are easy-to-use devices that contain a single dose of epinephrine. The document outlines how to administer an EpiPen injection into the outer thigh, stay with the person, and call for emergency help.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and their use for treating severe allergic reactions. It defines allergies and anaphylaxis, lists common symptoms, and explains that epinephrine is prescribed to treat anaphylaxis. It describes EpiPens as easy to use, single-dose devices for administering epinephrine. The document provides step-by-step instructions for administering an EpiPen, monitoring the person afterward, and emphasizing the importance of immediate medical help for any suspected anaphylactic reaction.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and how to use an EpiPen. It defines allergies and anaphylaxis, lists common allergic triggers and symptoms. It describes that EpiPens are prescribed for those with severe allergies and explains what they are and their proper usage. The document outlines the steps to administer an EpiPen including holding it against the outer thigh and massaging after, as well as critical actions after such as calling for help and monitoring the individual. It emphasizes to use an EpiPen if uncertain about a reaction and to re-administer if symptoms persist or return.
Slide Share allows instructors to upload class lectures so that students can access them from home, which is useful for referring back to lecture slides when studying for tests outside of the classroom. The tool provides a way for teachers to share content with students remotely.
1. Reporting Child Abuse and Neglect What School Personnel Need To Do Module IV What happens after reporting
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Editor's Notes
Welcome to Module IV of Reporting Child Abuse and Neglect: What School Personnel Need to Do . In this module, we will examine what happens after reporting potential child abuse and neglect. Before proceeding with this module, you may want to consider revisiting the policy requirements summary at the close of Module I, the what to look for summary at the close of Module II, and the how to make a report summary at the close of Module III as a refresher. Module IV is designed to provide you with information regarding the investigation process after a report of potential abuse and neglect has been made. For the purpose of this module, you will be directed to handouts five and eleven which you may want to print out prior to proceeding with this module. You may find these handouts by clicking on the handouts link.
The Department of Children and Families has two investigative entities that respond to calls related to abuse and neglect. If suspected abuse or neglect is believed to have happened in the child’s home , the DYFS “Local Office” will conduct the investigation. If there is suspected abuse concerning a school staff person or other out-of-home care-giver, the Institutional Abuse Investigation Unit or IAIU, will investigate. In either case, a report directly to the Hotline will allow the screener to determine, based on the information provided, whether the information should go to DYFS or IAIU.
Remember, your call to the Hotline is based on a suspicion that may not necessarily rise to the level of investigation by the Department of Children and Families. Once the screener has received your information and other factors including other information known to the agency about the potential perpetrator or victim, statutory guidelines or agency protocol, he/she will make a determination regarding the action to be taken.
Outside of an investigation, there are other potential outcomes that a call to the Hotline can trigger. First, it may fall under the purview of the school and require that school policy be enforced to remedy the issue. This will be especially true in cases regarding student absence or educational neglect. Second, law enforcement may become involved for prosecutorial purposes. And finally, the Department of Children and Families or other identified agencies may be called upon to provide much needed services to the family that could essentially remedy the issue that precipitated the initial call. Handout # 5 contains an extensive list of the many services and resources that may be available to children and their parents .
The Department of Children and Families has information and knowledge about other resources that could be used to provide supports to families. If the screener indicates that the information will be referred for Child Welfare Services (CWS), the case will be forwarded to the local DYFS office and services will be offered to the family- which they can either accept or refuse. If DYFS deems appropriate, other entities may be contacted to provide supports. Next we will provide you with an example of a call that would trigger CWS intervention.
Note- in this example, we illustrate what a possible outcome might be. However , the confidential information about the family is typically not directly disclosed to the person initiating the call but may be shared with the school under certain circumstances to provide in-school support. Since each case is different, this is the most specific we can be about the sharing of information. In other cases, depending on the circumstances, the screener may simply provide useful information directly to the caller which can immediately help the child’s situation.
If your call warrants an investigation, there are a few things that you should know: First, you should know that the information that is received related to a report is highly confidential. You should not insist on obtaining such information from a DYFS or IAIU investigator as they may be unable to share it with you. Second, the investigator may need to obtain clarifying information from the reporter to strengthen the investigative process which may require additional discussion with the person that made the original report. Third, if you provided your name when making the report, you will have an opportunity to provide additional information that you may not have had when you made the initial report by contacting the assigned investigator (and/or Hotline). Remember, a follow-up to the investigator should always be related to the original issue of suspected abuse or neglect and must be reported to the assigned investigator. Any new concerns not related to the original incident or suspicion must be reported to the Hotline. Finally, there may be times when the reporter is entitled to receive “feedback” regarding the original report. However, because as we stated earlier, information related to reports of suspected abuse and neglect is highly confidential, there may be information that is not disclosed to the reporter. When the information is needed in connection with the provision of care, treatment, assessment, evaluation or supervision to such child or such parent, guardian, resource family parent or other person and the provision of information is in the best interest of the child as determined by the Division of Youth and Family Services in accordance with NJSA 9:6-8.10, it may be provided to the reporter or other school staff. Though not explicitly stated, “or other person” would apply to school personnel on a ‘need-to-know’ basis.
DYFS investigators are formally trained in targeted interviewing techniques that allow them to elicit comments from children. Their primary concern is to create an environment that is conducive to the child disclosing pertinent information and one that is non-threatening to the child. This may, in some cases, require that a school staff member be present to provide some level of comfort and reassurance to the child, however, any appearance of influence, intimidation or interference could result in the investigator excusing the staff person from participating in the interview. It is important that you consider the expertise of the investigator in determining the best course for interviewing the child. Also, because of the dual reporting requirement, it is important that you ensure that you inform the first responder of any other agency that was contacted regarding the potential abuse/neglect situation.
After a call has been made to the Hotline, it is important that you do not compromise the investigation by conducting one on your own. Please do not attempt to delve deeper into the potential abuse/neglect situation… just allow the investigator to conduct the investigation. There may be factors that are germane to the issue that you are unaware of, and may be central to the type and style of interviewing that will be done. It is important that children do not feel ostracized because of their victimization. In Handout # 11 , “How Schools May Respond to a Child Who Reports Abuse,” you will see methods for appropriately supporting a child who is distraught or who is undergoing an investigation on his/her behalf. It is important to observe these points, therefore we urge you to become familiar with these strategies and methods.
Just as any other victim of a crime, children have rights regarding this process. If a student is uncomfortable being interviewed alone, he/she may request a familiar staff person to be present. Conversely, if the student prefers to be interviewed alone, he/she may request to be interviewed without the presence of a staff member. If the student prefers to communicate in his/her primary language, accommodations will be made to ensure such communication. NOTE: Other students that are not the alleged victim may be interviewed by the investigator without parental consent.
An investigation by the Department of Children and Families can yield two possible outcomes: Unfounded and Substantiated. Here are the definitions used …. {pause}… A Finding is made from the analysis of statements from sources interviewed,… medical, police and other documentations and when known, the past history of the child, alleged perpetrator and/or facility.
In certain circumstances, the involvement of the County Prosecutor may be warranted. This would happen in six potential scenarios: The death of a child, sexual abuse by a parent or caregiver, injury or condition resulting in emergency room treatment or hospitalization, an injury or condition requiring more than superficial medical treatment (i.e. a broken bone at physician’s office), repeated violence committed against a child or substantially depriving a child of care over a period of time, and/or abandonment of a child. In most of these instances, the County Prosecutor would be contacted by DYFS or IAIU. However, only some injuries or conditions resulting in emergency room treatments may result in the Prosecutor being contacted. These are all potential civil court cases.
Once the Department of Children and Families has concluded the investigation, here is what the possible outcomes may include. If IAIU conducted the investigation , they did so because the allegation of abuse or neglect concerned a school district employee, volunteer or intern. With IAIU involvement, the district Superintendent is notified of the finding, regardless of whether it is Substantiated or Unfounded. The County Superintendent is also notified. Both the parent of the victim and the alleged perpetrator are notified. Law enforcement may be notified, if they were actively involved in the investigation or if the victim’s family is seeking to press charges. If the DYFS Local Office conducted the investigation, the District Superintendent and others are NOT notified. It is only on a case-by-case and a person-by-person “need to know” basis.
When DYFS places a child in an out-of-home placement (such as a treatment home or a resource family home) in another district, the DYFS caseworker is responsible to communicate with the respective school districts and/or district liaison, the information needed to effect a timely transfer of student records and guide the new placement in registering the child in the new school district.
As indicated, any information regarding reported allegations that identify a school district employee, volunteer or intern of potentially abusing or neglecting a child shall be considered confidential and may be disclosed only as required by court order or to cooperate in an investigation. For the purpose of security and confidentiality, records pertaining to school district employees, volunteers or interns named in an abuse or neglect case, shall be maintained in a secure location separate from other employee personnel records and accessible only to the school district chief school administrator or his or her designee.
In the event a finding concerning an employee, volunteer or intern is Unfounded, the information must be removed from the record immediately.
Here are the rights that school employees, volunteers and interns have if they are being investigated.
This information summarizes potential actions resulting from an IAIU investigation where a school employee, volunteer or intern was reported to be the alleged perpetrator. .
This concludes the fourth and final module of the Reporting Child Abuse and Neglect training. This is a summary of the information in Module IV.
Here is a brief overall summary of some of the most important aspects from all four modules. This concludes the Reporting Child Abuse and Neglect training. You are welcome to review any portion of this module or any previous modules at any time.
Remember…
“ Child Abuse doesn’t report itself. Make the call, help a child.” … “Do what is right.”