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
The Hydrometallurgical Processing Plant (HPP) project was proposed in 2000 by CBNC and RTNMC to process low-grade nickel ore stored in the company’s open dumpsites. The HPP is an industrial enclave consisting of a hydrogen sulfide plant, limestone quarrying operation and support facilities such as causeway and coal power plant. Both limestone and hydrogen sulfide are needed in the nickel refining process. The limestone will be quarried from Mt. Gotok located in Barangay Iwahig, Municipality of Bataraza which is within the ancestral domain of the Pala’wan indigenous community. Hydrogen sulfide, on the other hand, will be processed out of the sulfuric acid imported from Japan.
The Hydrometallurgical Processing Plant (HPP) project was proposed in 2000 by CBNC and RTNMC to process low-grade nickel ore stored in the company’s open dumpsites. The HPP is an industrial enclave consisting of a hydrogen sulfide plant, limestone quarrying operation and support facilities such as causeway and coal power plant. Both limestone and hydrogen sulfide are needed in the nickel refining process. The limestone will be quarried from Mt. Gotok located in Barangay Iwahig, Municipality of Bataraza which is within the ancestral domain of the Pala’wan indigenous community. Hydrogen sulfide, on the other hand, will be processed out of the sulfuric acid imported from Japan.
Reflections on the Implementation of Pantawid Pamilyang Pilipino Program (a.k...Vanessa Garingo
Together with friends and classmates, I conducted a research focusing on the Implementation of Pantawid Pamilyang Pilipino Program. This presentation was actually used by the team to show a sneak peak of what we have gathered and learned.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Obesity Grant ProposalObesity is a major health concern that is.docxvannagoforth
Obesity Grant Proposal
Obesity is a major health concern that is affecting advanced nations like America. The current lifestyle defined by heavy intake of junk consumables with high caloric levels has contributed to a rise in obesity (Powell, 2019). Children are the worst affected. This proposal endeavors to address this health hazard among children in US. Our operations will be domiciled under the jump2it program. This program seeks to raise obesity awareness and actively aid overweight children through exercises. This grant segment includes the idea, statement of needs and sponsor identification.
Proposal Idea
The proposed idea for addressing child obesity under “jump2it” is divided in two phases. First, sensitizing children on the significance of embracing healthy diets derived from plants is a priority. Processed foods that are riddled with sugar, fats and preservatives have been blamed for obesity (Kramer & Narayan, 2015). The unregulated deposition of fats in the body causes overweight and blocking of blood vessels. Health issues like hypertension result in the process. This challenge plagues children in states like Virginia and Oklahoma. Our program would devote substantial resources into the worst affected areas. Secondly, the idea of exercising would be incorporated in our program. Currently, children spend most of their time indoors. They deny themselves a chance of metabolically breaking down calories accumulated from food. Physical activities are instrumental in the reduction of obesity. The children enrolled in our program would be routinely involved in adventurous exercises. Exercises should be demystified among children. They should be viewed as adventure instead of work. Such an approach encourages participation.
Needs Statement
Obesity reduction programs are urgently needed due to the following. First, obesity is spreading at an alarming rate among children. This essentially implies that the United States has very many obese children than any point in its history. Overweight kids are at increased risk of developing health complications like hypertension compared to normal ones (Powell, 2019). These programs are thereby needed to sensitive children on healthy eating and exercising to reverse the negative trajectory. These programs are needed to offer complementary care to these children. The tough economic times have overwhelmed parents. They are preoccupied with income generating activities. Little attention is paid to the wellbeing of the children. Secondly, this program is needed to enable children actualize their potentials by boosting their esteems. Obese children are prone to ridicule and molestation from their peers. Molestation can demotivate a child from pursuing academic endeavors. This program would acts as a supporting pillar to such children. They should be made to understand that their condition is reversible.
Thirdly, the program is needed to act as a counterweight to the disinformation th ...
Social Marketing and Social Mobilization
I believe these two work together.
This presentation also includes references.
Credits to: Jeriel Reyes De Silos and Mark Joenel Castillo
Allen
Reflections on the Implementation of Pantawid Pamilyang Pilipino Program (a.k...Vanessa Garingo
Together with friends and classmates, I conducted a research focusing on the Implementation of Pantawid Pamilyang Pilipino Program. This presentation was actually used by the team to show a sneak peak of what we have gathered and learned.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Obesity Grant ProposalObesity is a major health concern that is.docxvannagoforth
Obesity Grant Proposal
Obesity is a major health concern that is affecting advanced nations like America. The current lifestyle defined by heavy intake of junk consumables with high caloric levels has contributed to a rise in obesity (Powell, 2019). Children are the worst affected. This proposal endeavors to address this health hazard among children in US. Our operations will be domiciled under the jump2it program. This program seeks to raise obesity awareness and actively aid overweight children through exercises. This grant segment includes the idea, statement of needs and sponsor identification.
Proposal Idea
The proposed idea for addressing child obesity under “jump2it” is divided in two phases. First, sensitizing children on the significance of embracing healthy diets derived from plants is a priority. Processed foods that are riddled with sugar, fats and preservatives have been blamed for obesity (Kramer & Narayan, 2015). The unregulated deposition of fats in the body causes overweight and blocking of blood vessels. Health issues like hypertension result in the process. This challenge plagues children in states like Virginia and Oklahoma. Our program would devote substantial resources into the worst affected areas. Secondly, the idea of exercising would be incorporated in our program. Currently, children spend most of their time indoors. They deny themselves a chance of metabolically breaking down calories accumulated from food. Physical activities are instrumental in the reduction of obesity. The children enrolled in our program would be routinely involved in adventurous exercises. Exercises should be demystified among children. They should be viewed as adventure instead of work. Such an approach encourages participation.
Needs Statement
Obesity reduction programs are urgently needed due to the following. First, obesity is spreading at an alarming rate among children. This essentially implies that the United States has very many obese children than any point in its history. Overweight kids are at increased risk of developing health complications like hypertension compared to normal ones (Powell, 2019). These programs are thereby needed to sensitive children on healthy eating and exercising to reverse the negative trajectory. These programs are needed to offer complementary care to these children. The tough economic times have overwhelmed parents. They are preoccupied with income generating activities. Little attention is paid to the wellbeing of the children. Secondly, this program is needed to enable children actualize their potentials by boosting their esteems. Obese children are prone to ridicule and molestation from their peers. Molestation can demotivate a child from pursuing academic endeavors. This program would acts as a supporting pillar to such children. They should be made to understand that their condition is reversible.
Thirdly, the program is needed to act as a counterweight to the disinformation th ...
Social Marketing and Social Mobilization
I believe these two work together.
This presentation also includes references.
Credits to: Jeriel Reyes De Silos and Mark Joenel Castillo
Allen
ADVOCACY 101: Introduction to Student Leadership and AdvocacyLeneka Rhoden
Understanding student leadership and advocacy is of paramount importance due to its multifaceted impact. Firstly, engagement in leadership roles cultivates crucial life skills like effective communication, decision-making, and teamwork, contributing significantly to personal development. It fosters self-confidence, empowering students to tackle challenges and pursue their goals with assurance. Academically, these experiences promote better time management and goal-setting, translating into improved academic performance.
Moreover, student leadership and advocacy instill a sense of social responsibility. By honing advocacy skills, students learn to express their opinions, stand up for their beliefs, and actively participate in addressing societal issues. This not only prepares them for civic engagement but also nurtures a commitment to positive change within their communities. The collaborative nature of leadership roles contributes to community building, promoting teamwork and fostering a culture of diversity and inclusion.
Looking towards the future, the leadership experience becomes a valuable asset in career development. The skills acquired—ranging from effective communication to teamwork—are highly sought after by employers. Additionally, these roles provide opportunities for professional networking, establishing connections that can prove beneficial in future endeavors. Student leadership also plays a pivotal role in promoting change, allowing students to contribute to positive societal shifts and advocate for a more just and equitable world.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxwalterl4
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxketurahhazelhurst
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
This presentation was featured in a webinar that explored evidence-based approaches to engage youth and young adults from foster care in the prevention of unintended or untimely pregnancies. The webinar also highlighted effective supports for young people in care as parents as they tend to their own developmental needs.
SCENARIOSThe cases you are about to view all depict scenarios fr.docxanhlodge
SCENARIOS
The cases you are about to view all depict scenarios from early childhood, middle childhood and adolescence. Pick one scenario as the focus of your paper/presentation in the unit 10 assignment.
EARLY CHILDHOOD TOPICS
Low Level Lead-Exposure and Children's Development
A local elementary school Parent-Teacher Association in a large urban low SES school district requested that you provide a presentation on the impact of lead exposure on child development. Specifically the group is interested in knowing more about how lead exposure impacts cognitive, social, and physical development in early childhood and beyond. Additionally the group is interested in any intervention or prevention suggestions that are empirically supported.
Autism and Theory of Mind
A group of teachers working in a special education program have seen an increase in the number of children diagnosed with autism spectrum disorder within their school. They've invited you to talk about common features of autism spectrum disorder and how it impacts cognitive, social and physical development in early childhood and beyond. Additionally the group is interested in learning more about prevailing theories related to autism such as theory of mind and any intervention or prevention suggestions that are empirically supported.
Ethnic Differences in the Consequences of Physical Punishment
A group of professionals for Child protective services has requested a presentation on ethnic differences as they relate to physical punishment. Specifically, they are wanting to better understand the role culture plays on parenting styles and how this impacts children's development in early childhood and beyond. Additionally the group is interested in any intervention or prevention suggestions to physical punishment that are empirically supported.
MIDDLE CHILDHOOD TOPICS
Family Stressors and Childhood Obesity
A neighborhood center offers community programs for families who live in a lower SES diverse neighborhood. The center provides information on nutrition and healthy eating but obesity in the neighborhood children is major concern. The director has requested a presentation that goes beyond giving nutritional advice to increase awareness of the underlying stress the families are experiencing and how that is linked to overeating. Additionally the group is interested in any empirically supported intervention or prevention suggestions to help families manage related home-life stressors that contribute to potential childhood obesity.
Children with ADHD
The Parent-Teacher Association in an elementary school with a high percentage of African-American children has requested that the school provide a forum for the school community (parents and teachers) to discuss the increasing number of children who have been formally or informally labeled with Attention-Deficit Hyperactivity Disorder (ADHD) within their school. They've invited you to talk about general characteristics of ADHD and how it impacts cogni.
Creating Strengths-based Messaging for Family SupportJim McKay
Objectives:
- Review changes in messaging about prevention of child abuse and neglect
- Strategic messaging for different audiences
- Share resources from the Children’s Trust Fund Alliance and other national partners
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
Partners in Prevention Erin Merryn's Law Presentation, May 2018Jim McKay
Overview of Erin Merryn Law Recommendations and Implementation in WV. Recommendations submitted by the State Task Force on the Prevention of Child Sexual Abuse.
Mandate to Report, Responsibility to Prevent Child Abuse and NeglectJim McKay
Presentation to 2018 Principals Leadership Academy. This workshop will help principals understand their role and responsibility as a mandated reporter of suspected child abuse and neglect including recent updates to legislation enacted during the 2018 legislative session. By the end of the workshop, participants will be able to identify signs and indicators of child abuse and neglect, know what to do when a child discloses abuse, and strategies to help prevent abuse from occurring.
Building Healthy Communities and Preventing Child NeglectJim McKay
Building Healthy Communities and Preventing Child Neglect: It’s more than a family matter.
Presentation at Ohio County Partners in Prevention Conference, Dec. 11, 2015.
Say YES to Safe Sleep Workshop - Alabama CTF Grantees Meeting, Aug. 2, 2016Jim McKay
Too many children don't live to their first birthday because of unsafe sleeping conditions. This presentation describes efforts of the Our Babies: Safe & Sound Campaign in West Virginia.
Educating Policy Makers and Telling Our StoryJim McKay
Policy presentation at the Alabama Children's Trust Fund Grantees meeting in Birmingham, AL, Aug. 2, 2016.
Federal updates on child welfare legislation are included.
Say Yes to Safe Sleep - Presentation at SFT Institute, Boise, Idaho, March 15...Jim McKay
Say Yes to Safe Sleep - Presentation at Strengthening Families Training Institute, sponsored by Prevent Child Abuse Idaho.
Boise, Idaho, March 15, 2016
Media and Messaging Training - WV Regional Policy Workshops 2015Jim McKay
Tips and suggestions for working with the media to advance your public policy goals. Presented as part of the Our Children, Our Future Campaign to End Child Poverty in West Virginia.
Making a Difference WV Mandated Reporter Training Powerpoint - Updated April ...Jim McKay
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse Training Powerpoint. Updated in April 2015. As presented to WV Principals Academy. April 16, 2015.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Making a Difference Mandated Reporter Instructor Guide
1.
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