This presentation was prepared as part of a group consultation assignment in the psychiatric mental-health nurse practitioner program at University of Tennessee Health Sciences Center.
This document summarizes zero tolerance policies in schools and discusses alternatives. It begins by defining zero tolerance policies and tracing their origins in the 1994 Gun-Free Schools Act. It then discusses how these policies have been expanded and their negative effects, such as disproportionate impact on minorities and increased dropout rates. The document also examines legal issues and cases challenging zero tolerance. It concludes by discussing alternatives like Positive Behavior Interventions and Support that focus on improving school climate through positive reinforcement rather than punitive measures.
Denise Lowell-Britt, an attorney, gave a presentation to school administrators on various employment law topics. She discussed a teacher's request for breaks and a private space to express breastmilk under pregnancy discrimination laws. She also covered requirements to reasonably accommodate disabilities under the ADA, such as a teacher with a vision impairment struggling with website accessibility. The presentation concluded with discussions of religious accommodation, social media implicating fraud, rights of transgender employees, and weapons policies.
This document provides tips for school personnel to minimize conflicts with difficult parents and avoid retaliation claims. It discusses remaining calm, respectful, and professional with parents. It also discusses listening to parents, having alternative staff available, knowing when to agree to disagree, notifying administrators of issues, and educating parents on policies. The document outlines when parents' behavior becomes abusive or disruptive and steps personnel can take. It defines unlawful retaliation and provides examples of retaliation claims against school districts. The document advises personnel to remain professional, avoid retaliation, and get assistance from administrators when needed.
This document provides guidance to employees and volunteers of Walton County School District on recognizing and reporting child abuse. It defines different types of child abuse including physical abuse, neglect, sexual abuse, and emotional abuse. It outlines signs of each type of abuse and stresses the legal requirement that all school personnel must report any reasonable suspicion of abuse. The document provides direction on how to respond sensitively if a child discloses abuse and maintaining professional boundaries to prevent allegations of abuse.
This document discusses different approaches to sex education, including abstinence-only education and comprehensive sex education. It notes that comprehensive sex education teaches abstinence as well as other topics like human development, relationships, contraception and disease prevention. The document also outlines some of the pros and cons of providing sex education in schools, such as helping students understand their changing bodies but some teachers lacking expertise. Overall, it argues that sex education is important because it can help delay sexual activity among youth and provide medically accurate information.
This document provides guidance for parents on discussing sexuality education with children who have physical or learning disabilities. It covers topics such as the importance of sexuality education in preventing abuse, appropriate ages to discuss various topics, how different disabilities may impact sexuality, and addressing social myths. The document is a chapter from a parental training course, and includes detailed information on discussing sexuality from birth through the teen years. Key points covered include the need to have open discussions adapted to the child's level of understanding, and addressing topics like puberty, consent, and safe sex practices at developmentally appropriate ages.
This document provides information and guidance for parents on discussing sexuality education with children who have physical or learning disabilities. It covers topics such as: defining sexuality; when to start discussions and what to discuss at different ages; how disabilities may impact sexuality; addressing social myths; and cultural considerations. The document is intended to help parents feel prepared to have sensitive yet important conversations about sexuality with their children to promote healthy attitudes and behaviors.
INCLUEDUSEX IO1: Parental sexual education training courseKarel Van Isacker
This document provides guidance for parents on teaching sexual education to children and adolescents with disabilities. It covers important topics like the consequences of lack of knowledge, appropriate age to begin discussions, how disabilities may impact sexuality, addressing myths and providing culturally sensitive advice. The multi-chapter course material aims to equip parents with necessary information and approaches to have open and helpful conversations about sexuality with their children as they grow up.
This document summarizes zero tolerance policies in schools and discusses alternatives. It begins by defining zero tolerance policies and tracing their origins in the 1994 Gun-Free Schools Act. It then discusses how these policies have been expanded and their negative effects, such as disproportionate impact on minorities and increased dropout rates. The document also examines legal issues and cases challenging zero tolerance. It concludes by discussing alternatives like Positive Behavior Interventions and Support that focus on improving school climate through positive reinforcement rather than punitive measures.
Denise Lowell-Britt, an attorney, gave a presentation to school administrators on various employment law topics. She discussed a teacher's request for breaks and a private space to express breastmilk under pregnancy discrimination laws. She also covered requirements to reasonably accommodate disabilities under the ADA, such as a teacher with a vision impairment struggling with website accessibility. The presentation concluded with discussions of religious accommodation, social media implicating fraud, rights of transgender employees, and weapons policies.
This document provides tips for school personnel to minimize conflicts with difficult parents and avoid retaliation claims. It discusses remaining calm, respectful, and professional with parents. It also discusses listening to parents, having alternative staff available, knowing when to agree to disagree, notifying administrators of issues, and educating parents on policies. The document outlines when parents' behavior becomes abusive or disruptive and steps personnel can take. It defines unlawful retaliation and provides examples of retaliation claims against school districts. The document advises personnel to remain professional, avoid retaliation, and get assistance from administrators when needed.
This document provides guidance to employees and volunteers of Walton County School District on recognizing and reporting child abuse. It defines different types of child abuse including physical abuse, neglect, sexual abuse, and emotional abuse. It outlines signs of each type of abuse and stresses the legal requirement that all school personnel must report any reasonable suspicion of abuse. The document provides direction on how to respond sensitively if a child discloses abuse and maintaining professional boundaries to prevent allegations of abuse.
This document discusses different approaches to sex education, including abstinence-only education and comprehensive sex education. It notes that comprehensive sex education teaches abstinence as well as other topics like human development, relationships, contraception and disease prevention. The document also outlines some of the pros and cons of providing sex education in schools, such as helping students understand their changing bodies but some teachers lacking expertise. Overall, it argues that sex education is important because it can help delay sexual activity among youth and provide medically accurate information.
This document provides guidance for parents on discussing sexuality education with children who have physical or learning disabilities. It covers topics such as the importance of sexuality education in preventing abuse, appropriate ages to discuss various topics, how different disabilities may impact sexuality, and addressing social myths. The document is a chapter from a parental training course, and includes detailed information on discussing sexuality from birth through the teen years. Key points covered include the need to have open discussions adapted to the child's level of understanding, and addressing topics like puberty, consent, and safe sex practices at developmentally appropriate ages.
This document provides information and guidance for parents on discussing sexuality education with children who have physical or learning disabilities. It covers topics such as: defining sexuality; when to start discussions and what to discuss at different ages; how disabilities may impact sexuality; addressing social myths; and cultural considerations. The document is intended to help parents feel prepared to have sensitive yet important conversations about sexuality with their children to promote healthy attitudes and behaviors.
INCLUEDUSEX IO1: Parental sexual education training courseKarel Van Isacker
This document provides guidance for parents on teaching sexual education to children and adolescents with disabilities. It covers important topics like the consequences of lack of knowledge, appropriate age to begin discussions, how disabilities may impact sexuality, addressing myths and providing culturally sensitive advice. The multi-chapter course material aims to equip parents with necessary information and approaches to have open and helpful conversations about sexuality with their children as they grow up.
Teachers have a responsibility to report any suspected cases of child abuse and to avoid situations that could enable abuse. The document outlines appropriate physical contact with students, reporting procedures, signs of abuse, and legal protections and responsibilities for teachers. Teachers must report suspected abuse to the proper authorities and follow up to ensure a report was filed. Failure to report can result in legal and professional consequences, while reports made in good faith protect teachers from liability.
The document discusses a proposed new approach to sex education in Malaysian schools. It may introduce topics related to reproduction and sexuality as part of the school curriculum within the next two years. This is seen as a progressive measure for largely Muslim Malaysia, as most Muslim countries abstain from discussing sexuality in schools. The proposed syllabus intends to cover biological reproduction as well as sociological aspects of sexuality and sexual health from ages four through thirteen. It may help prepare young people to cope with sexuality in a landscape where sexual images are widespread online and on television.
Presentation on understanding and preventing bullying by stephen carrick davi...Stephen Carrick-Davies
A series of slides designed for parents on understanding and preventing bullying - both online and offline. The focus on this presentation is how we build empathy and resilience in YP. Please note that these slides act as a backdrop to more intensive training, group work and discussion.
1) The document outlines anti-bullying policies and procedures that schools should implement to promote a positive school climate, including defining bullying, its various forms, cyberbullying, prevention programs, intervention strategies, and the roles of the school, parents, and students.
2) Schools are required by law to establish clear anti-bullying policies, procedures for reporting and investigating incidents, rehabilitation programs, and annual reporting on bullying statistics.
3) The document provides examples of intervention strategies schools should use such as counseling victims, supervising bullies, and maintaining contact with parents of involved students.
This document discusses bullying and anti-bullying policies in schools. It defines bullying as aggressive behavior directed repeatedly at a victim who is outnumbered, younger, differently abled, less psychologically confident, or otherwise vulnerable. The document outlines Republic Act No. 10627, which requires schools to adopt anti-bullying policies. It describes different forms of bullying, preventive measures schools should take, procedures for handling bullying incidents, disciplinary actions, and reporting requirements for schools. The goal is to create a child-friendly education environment and prevent bullying in schools.
Sex education is an important but controversial topic in the Philippines. While introducing comprehensive sex education and contraceptives in schools could help address issues like teenage pregnancy and sexually transmitted diseases, many conservative groups oppose it due to concerns about promoting premarital sex. Educators argue that youth today face different challenges and need age-appropriate information to make informed decisions. Studies show sex education can help delay sexual activity and promote safe behaviors. While controversial with some Church leaders, adapted Catholic school modules and public school programs indicate support from other educators in providing sexuality education.
Sex education provides age-appropriate information about sexuality to students from an early age. It aims to debunk common myths, such as the idea that discussing sexuality will lead children to experiment. In reality, comprehensive sex education that discusses both abstinence and contraception has been shown to help young people delay sexual activity and make informed decisions. It also teaches important life skills around relationships, consent, and sexual health that can help protect youth from STDs, unintended pregnancy, and unhealthy or abusive relationships.
Sex education refers to education about reproductive health, human sexuality, safe intercourse, reproductive rights and responsibilities, reproductive behavior, and sexual issues. The sole purpose of sex education is to ensure safe human sexuality, which is far different from porn which is commercially produced for adult entertainment. Sex education can be received from parents, caregivers, health campaigns, schools, or other informal and nonformal sources of education. However, issues with current sex education include the use of shaming and fear-based instruction, the promotion of gender stereotypes, abstinence-only education for many students, and materials that contain factual errors.
Sex Education to Indian Adolescents – Need of the Houriosrjce
This document discusses the need for comprehensive sex education for Indian adolescents. It notes that India has a large adolescent population but parents and society are reluctant to discuss sexuality openly. While adolescents are curious about physical changes during puberty, they lack guidance, leading some to seek information from unreliable sources like pornography. Sex education could help address issues like teenage pregnancy, sexual abuse, and India's HIV epidemic by empowering youth with knowledge about safe and responsible behavior. However, introducing sex education remains controversial in India. The document argues that a single chapter in the school curriculum could help address the lack of reliable information available to many Indian adolescents.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
The document provides training on recognizing and reporting child abuse. It defines child abuse and outlines employees' legal responsibility to report any suspected abuse. It describes signs of abuse and appropriate responses when a child discloses abuse, such as reassuring the child and reporting the abuse. It emphasizes the importance of using professional judgement in all interactions with students to prevent allegations and protect children. Employees should avoid questionable activities and immediately report any concerns about other employees.
1) Child abuse is defined as intentionally inflicting physical or mental injury on a child, or any intentional act that could reasonably be expected to result in injury.
2) As a school district employee, you are legally required to report any suspected child abuse to the school counselor or administrator.
3) If a child victim discloses abuse to you, you should immediately report it, reassure the child they have done nothing wrong, and allow them to speak freely without eliciting detailed information.
This document discusses eliminating corporal punishment in Rajasthan, India. It provides statistics showing over half of children experience physical or sexual abuse. It defines various forms of corporal punishment, sexual abuse, mental harassment, discrimination, and neglect. Examples are given for each. The consequences of corporal punishment are outlined as short-term issues like difficulty sleeping and long-term issues like increased aggression. The document proposes guidelines to eliminate corporal punishment in all educational institutions, hostels, residential institutions, and other care facilities for children. It notes corporal punishment violates children's rights under international law.
Sex education teaches about relationships, sexuality, and sexual health. It provides information to help young people understand their bodies, gender, and developmental changes through life. Sex education aims to prevent sexually transmitted infections and unwanted pregnancies by educating students. It covers various STIs like chlamydia, gonorrhea, genital herpes, genital warts, syphilis, hepatitis B, and HIV/AIDS. While there are pros like dispelling myths and encouraging responsibility, cons include some teachers lacking expertise and material potentially embarrassing students or conflicting with religious beliefs. Overall, comprehensive sex education is important to ensure students learn to protect their health and safety.
Anti-bullying act of 2013, Philippines
Child Protection Committee
Defining Bullying
Protocol of Bullying Action
Some Important Points
Recommendation Action Plan for the School
Roles of the authorities
"Supporting LGBT Youth in Our Community: Words and Actions Matter"
Presented by Amy L. Reynolds, Ph.D., Associate Professor in the Department of Counseling, School, and Educational Psychology at the University at Buffalo
February 16, 2012
This document discusses current solutions for bullying in schools. It defines bullying as repeated hurtful behavior that is intentional. To prevent bullying, schools assess the problem, create policies, educate students and staff, and foster a positive environment. The document recommends surveying students to understand the scope and nature of bullying. It also suggests establishing clear rules, training teachers, and incorporating anti-bullying lessons into the curriculum. Classroom meetings and activities can be used to teach students about respectful behavior and how to respond to bullying.
This document summarizes information about bullying, including definitions, myths, characteristics of bullies and victims, and consequences. It discusses types of bullying like physical, verbal, emotional and cyberbullying. The summary also provides strategies for parents, children, and schools to address bullying such as communicating openly, establishing clear rules, increasing supervision, and intervening consistently when incidents occur.
CARS Webinar: Social Media in Substance Abuse PreventionLaDonna Coy
People in prevention are discovering ways to put social media to work for prevention to expand reach, build capacity, influence norms and engage people. This webinar offered through the Community Prevention Initiative (CPI) was funded by ADP and administered by the Center for Applied Research Solutions (CARS). Presented by LaDonna Coy, Learning Chi.
The document discusses the roles of parents and teachers in preventing drug abuse. It notes that children progress from an intelligent, social pre-addiction stage to using drugs due to neglect of behavioral changes and risk factors like peer pressure. Parents and teachers can prevent drug abuse through open communication, involvement, clear rules, leading by positive example, helping children choose friends wisely, talking to children about drugs early and often, and establishing rules for parties.
Teachers have a responsibility to report any suspected cases of child abuse and to avoid situations that could enable abuse. The document outlines appropriate physical contact with students, reporting procedures, signs of abuse, and legal protections and responsibilities for teachers. Teachers must report suspected abuse to the proper authorities and follow up to ensure a report was filed. Failure to report can result in legal and professional consequences, while reports made in good faith protect teachers from liability.
The document discusses a proposed new approach to sex education in Malaysian schools. It may introduce topics related to reproduction and sexuality as part of the school curriculum within the next two years. This is seen as a progressive measure for largely Muslim Malaysia, as most Muslim countries abstain from discussing sexuality in schools. The proposed syllabus intends to cover biological reproduction as well as sociological aspects of sexuality and sexual health from ages four through thirteen. It may help prepare young people to cope with sexuality in a landscape where sexual images are widespread online and on television.
Presentation on understanding and preventing bullying by stephen carrick davi...Stephen Carrick-Davies
A series of slides designed for parents on understanding and preventing bullying - both online and offline. The focus on this presentation is how we build empathy and resilience in YP. Please note that these slides act as a backdrop to more intensive training, group work and discussion.
1) The document outlines anti-bullying policies and procedures that schools should implement to promote a positive school climate, including defining bullying, its various forms, cyberbullying, prevention programs, intervention strategies, and the roles of the school, parents, and students.
2) Schools are required by law to establish clear anti-bullying policies, procedures for reporting and investigating incidents, rehabilitation programs, and annual reporting on bullying statistics.
3) The document provides examples of intervention strategies schools should use such as counseling victims, supervising bullies, and maintaining contact with parents of involved students.
This document discusses bullying and anti-bullying policies in schools. It defines bullying as aggressive behavior directed repeatedly at a victim who is outnumbered, younger, differently abled, less psychologically confident, or otherwise vulnerable. The document outlines Republic Act No. 10627, which requires schools to adopt anti-bullying policies. It describes different forms of bullying, preventive measures schools should take, procedures for handling bullying incidents, disciplinary actions, and reporting requirements for schools. The goal is to create a child-friendly education environment and prevent bullying in schools.
Sex education is an important but controversial topic in the Philippines. While introducing comprehensive sex education and contraceptives in schools could help address issues like teenage pregnancy and sexually transmitted diseases, many conservative groups oppose it due to concerns about promoting premarital sex. Educators argue that youth today face different challenges and need age-appropriate information to make informed decisions. Studies show sex education can help delay sexual activity and promote safe behaviors. While controversial with some Church leaders, adapted Catholic school modules and public school programs indicate support from other educators in providing sexuality education.
Sex education provides age-appropriate information about sexuality to students from an early age. It aims to debunk common myths, such as the idea that discussing sexuality will lead children to experiment. In reality, comprehensive sex education that discusses both abstinence and contraception has been shown to help young people delay sexual activity and make informed decisions. It also teaches important life skills around relationships, consent, and sexual health that can help protect youth from STDs, unintended pregnancy, and unhealthy or abusive relationships.
Sex education refers to education about reproductive health, human sexuality, safe intercourse, reproductive rights and responsibilities, reproductive behavior, and sexual issues. The sole purpose of sex education is to ensure safe human sexuality, which is far different from porn which is commercially produced for adult entertainment. Sex education can be received from parents, caregivers, health campaigns, schools, or other informal and nonformal sources of education. However, issues with current sex education include the use of shaming and fear-based instruction, the promotion of gender stereotypes, abstinence-only education for many students, and materials that contain factual errors.
Sex Education to Indian Adolescents – Need of the Houriosrjce
This document discusses the need for comprehensive sex education for Indian adolescents. It notes that India has a large adolescent population but parents and society are reluctant to discuss sexuality openly. While adolescents are curious about physical changes during puberty, they lack guidance, leading some to seek information from unreliable sources like pornography. Sex education could help address issues like teenage pregnancy, sexual abuse, and India's HIV epidemic by empowering youth with knowledge about safe and responsible behavior. However, introducing sex education remains controversial in India. The document argues that a single chapter in the school curriculum could help address the lack of reliable information available to many Indian adolescents.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
The document provides training on recognizing and reporting child abuse. It defines child abuse and outlines employees' legal responsibility to report any suspected abuse. It describes signs of abuse and appropriate responses when a child discloses abuse, such as reassuring the child and reporting the abuse. It emphasizes the importance of using professional judgement in all interactions with students to prevent allegations and protect children. Employees should avoid questionable activities and immediately report any concerns about other employees.
1) Child abuse is defined as intentionally inflicting physical or mental injury on a child, or any intentional act that could reasonably be expected to result in injury.
2) As a school district employee, you are legally required to report any suspected child abuse to the school counselor or administrator.
3) If a child victim discloses abuse to you, you should immediately report it, reassure the child they have done nothing wrong, and allow them to speak freely without eliciting detailed information.
This document discusses eliminating corporal punishment in Rajasthan, India. It provides statistics showing over half of children experience physical or sexual abuse. It defines various forms of corporal punishment, sexual abuse, mental harassment, discrimination, and neglect. Examples are given for each. The consequences of corporal punishment are outlined as short-term issues like difficulty sleeping and long-term issues like increased aggression. The document proposes guidelines to eliminate corporal punishment in all educational institutions, hostels, residential institutions, and other care facilities for children. It notes corporal punishment violates children's rights under international law.
Sex education teaches about relationships, sexuality, and sexual health. It provides information to help young people understand their bodies, gender, and developmental changes through life. Sex education aims to prevent sexually transmitted infections and unwanted pregnancies by educating students. It covers various STIs like chlamydia, gonorrhea, genital herpes, genital warts, syphilis, hepatitis B, and HIV/AIDS. While there are pros like dispelling myths and encouraging responsibility, cons include some teachers lacking expertise and material potentially embarrassing students or conflicting with religious beliefs. Overall, comprehensive sex education is important to ensure students learn to protect their health and safety.
Anti-bullying act of 2013, Philippines
Child Protection Committee
Defining Bullying
Protocol of Bullying Action
Some Important Points
Recommendation Action Plan for the School
Roles of the authorities
"Supporting LGBT Youth in Our Community: Words and Actions Matter"
Presented by Amy L. Reynolds, Ph.D., Associate Professor in the Department of Counseling, School, and Educational Psychology at the University at Buffalo
February 16, 2012
This document discusses current solutions for bullying in schools. It defines bullying as repeated hurtful behavior that is intentional. To prevent bullying, schools assess the problem, create policies, educate students and staff, and foster a positive environment. The document recommends surveying students to understand the scope and nature of bullying. It also suggests establishing clear rules, training teachers, and incorporating anti-bullying lessons into the curriculum. Classroom meetings and activities can be used to teach students about respectful behavior and how to respond to bullying.
This document summarizes information about bullying, including definitions, myths, characteristics of bullies and victims, and consequences. It discusses types of bullying like physical, verbal, emotional and cyberbullying. The summary also provides strategies for parents, children, and schools to address bullying such as communicating openly, establishing clear rules, increasing supervision, and intervening consistently when incidents occur.
CARS Webinar: Social Media in Substance Abuse PreventionLaDonna Coy
People in prevention are discovering ways to put social media to work for prevention to expand reach, build capacity, influence norms and engage people. This webinar offered through the Community Prevention Initiative (CPI) was funded by ADP and administered by the Center for Applied Research Solutions (CARS). Presented by LaDonna Coy, Learning Chi.
The document discusses the roles of parents and teachers in preventing drug abuse. It notes that children progress from an intelligent, social pre-addiction stage to using drugs due to neglect of behavioral changes and risk factors like peer pressure. Parents and teachers can prevent drug abuse through open communication, involvement, clear rules, leading by positive example, helping children choose friends wisely, talking to children about drugs early and often, and establishing rules for parties.
How to get away with murder a slideshare on covert narcissistic abuse by jeni...Jeni Mawter
Covert Narcissistic Abuse is an insidious form of prolonged abuse that targets a person's psyche or soul. Often not recognised as abuse by either the target victim or others it corrodes the person's sense of Self to the point where they feel like they're going crazy. They have no idea they are in a war zone with a designated enemy or enemies. Using subtle, or covert tools of manipulation, oppression, mind-control and denigration the target victim shuts down emotionally, cognitively, socially and physically till all that is left is a husk of their former Self. The end result can be viewed as murder - suicide, homicide, soul murder, spirit murder, mind murder and emotions murder. Covert Narcissistic Abuse by people with Covert Narcissistic Personality is still not recognized by the medical fraternity. Psychiatrists, Psychologists and General Practitioners are ill-educated about Narcissistic Personality Disorders and their toxic fall-out. Knowledge about Overt NPD is improving as more and more targets, or victims, raise its profile in the social media space. However, Covert NPD remains 'off the radar' of society's conscious reeking uninterrupted havoc to families and communities. If this Slideshare resonates with you please like and share with others. Thank you.
Social networking, a relatively new communication phenomenon, has the ability to provide education, foster advocacy, promote the profession, and influence mental health policy. It also has the potential to violate boundaries, infringe on privacy, create liability, and damage professional credibility. A review of the literature revealed limited research has been conducted concerning the impact and use of social networking sites in nursing practice and other healthcare disciplines.
In Psychiatric/Mental Health Nursing, communication is the foundation of the therapeutic alliance. Because social networking communications have the potential to positively and negatively affect this alliance, it is imperative to develop guidelines for prudent and resourceful usage of social networking media that complies with practice acts, promotes professionalism, and maintains work-life balance for the psychiatric mental health nurse. This session will provide an overview of different types of social media outlets, review published position statements from other healthcare disciplines, and consider best practices for Psychiatric/Mental health nursing.
AANP 2015 presentation discussing causes, interventions, referral, and support for women who can make babies, but have difficulty producing enough milk to feed them.
Why Can't I Move On? Narcissistic Abuse: A Complex Trauma. Compiled by Jeni M...Jeni Mawter
A person with Narcissistic Personality Disorder sucks the life and shatters the soul out of the caring person in the relationship. Healing from Narcissistic Abuse is a long and painful process. To move on from this toxic and hopeless situation seems insurmountable. This PowerPoint was created to address the question I am most commonly asked: ‘Why Can’t I Move On?’ I hope it helps. Jeni Mawter
Pushing the Point: Integrating Acupressure & Oriental Medicine in Psychiatric...Dr. Jaclyn Engelsher, DNP
With the rising costs of care, decreased
reimbursement for services, and shortage of
mental health clinicians, patients and
providers are increasingly researching and
incorporating integrative therapies as part of a
holistic care plan. A review of the literature
revealed a growing evidence base for the
integration of Traditional Chinese Medicine
(TCM) therapies with allopathic medicine. This
has prompted nursing schools across the
country to include education on TCM in their
curriculums, encouraged hospitals and clinics
to add TCM therapies to their list of
psychiatric services, and resulted in
development of new protocols for addiction,
PTSD, and pain management. Acupressure, a
component TCM, is a non-invasive, integrative
modality that can help alleviate common
symptoms such as stress, anxiety, depression,
mental fatigue, and insomnia, while reducing
barriers of cost, time, and deleterious
medication side effects frequently found in
PMH treatment. A basic understanding of TCM
theory is necessary for nurses to teach and
use acupressure effectively in the inpatient
and outpatient settings. The session will
review the function and energetics of common
acupoints easily integrated into
Psychiatric/Mental Health nursing practice,
provide a live demonstration of acupressure
techniques, and include supervised practice
time to develop beginning skills and
experience the benefits.
This document summarizes substance abuse prevention. It discusses substance use on a continuum from social to dependent use. Prevention aims to foster healthy behaviors and prevent issues. Risk factors for substance abuse include genetics, mental health issues, and social influences; protective factors enhance resilience. The document provides an overview of prevention goals and strategies at various levels, from individual to community. Resources for prevention programs are also listed.
The document discusses various issues related to child protection, including the dynamics and risk factors of abuse, common types of abuse (physical, emotional, neglect, sexual), behaviors associated with sexual abuse, how to respond and report abuse allegations, and what happens when a report is made to child protective services. Key points include that the most common types of abuse investigated are exposure to intimate partner violence and neglect, risk factors for neglect include domestic violence and lack of social supports, sexually abused children most often know their abuser, and when an abuse report is made the child must be seen by protective services within 12 hours to ensure safety.
This lesson plan discusses child abuse, including defining the different types (physical, sexual, emotional, neglect), risk factors, signs of abuse, and ways to prevent and address abuse. It provides examples of each type of abuse and notes they can occur in homes, schools, and communities. The lesson encourages reporting suspected abuse and getting involved in community programs to support healthy families and children. It also lists organizations that can counsel abuse victims and references for further information.
This document provides an overview and summary of a presentation about child sexual abuse prevention education and response. It discusses Maine state law requirements regarding child sexual abuse prevention training for school personnel and students. It covers understanding child sexual abuse, sexual development in children, responding to sexual behaviors, and a school's response and referral system for suspected abuse cases. The presentation aims to increase understanding and awareness of child sexual abuse, appropriate responses, and local resources for support.
Child Safeguarding Training for Schools is an Excellence Foundation for South Sudan presentation for school teachers to help them better understand the concept.
This document discusses the importance of preventing child abuse through education. It outlines the goals of Maktab's Feham Drive program, which aims to raise awareness among parents and teachers about protecting children from physical and psychological harm. The program teaches adults how to communicate with children, recognize signs of abuse, and understand the long-term physical and mental health impacts abuse can have, such as depression, PTSD, and social difficulties. It also cites statistics about the prevalence of child abuse in Pakistan and notes that children of any age can be at risk.
This document provides information about bullying, including its definition, forms, prevalence, effects, and how to address it. Some key points:
1) Bullying is intentional, repeated harmful acts committed by one or more children against another, and involves an imbalance of power. It can be physical, verbal, emotional, sexual, direct or indirect.
2) Bullying is widespread, with 30% of children reporting being victims and 30% reporting bullying others. It occurs most where adult supervision is lowest.
3) Bullying has serious negative consequences for both victims and bullies, including depression, lower self-esteem, suicidal thoughts, and antisocial behavior.
4) If a parent finds
This document discusses the role of social workers in assisting sexually abused females and children. It outlines various negative effects of sexual abuse on victims, including low self-esteem, depression, anxiety, and promiscuity. The document then describes how social workers can help victims by developing support systems, safety plans, and trusting relationships. Social workers also aim to help victims control their symptoms and environment. Finally, the document provides guidance for social workers on immediate and long-term actions when assisting child victims of sexual abuse, such as interviewing the child separately from parents and ensuring any other children are safe.
The document discusses three main issues related to student development:
1) Children's rights to protection, which includes rights to parents, identity, basic needs, education, and freedom from discrimination. Protection of these rights is important for healthy development.
2) Distance from home to school, which can negatively impact students' academic performance if too far, as they may arrive at school tired and lose motivation.
3) Indulging in illegal drug use, which presents challenges for school management by negatively impacting participation, discipline and performance through effects like truancy and poor academics. Schools must address this issue through strategies like counseling and teaching on dangers of drugs.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
This document discusses sexuality education for people with disabilities. It proposes that an ideal community would adopt sexual rights for those with learning disabilities, including the right to social-sexual training, intimacy, marriage, and decision-making around relationships and parenthood. It outlines a four-level hierarchy of socio-sexual skills training, from discriminating appropriate behaviors to comprehensive sexuality education. It also provides an example of using role-playing and online safety training to help adolescent girls with autism understand "stranger danger" and avoid potential risks from online interactions.
Child abuse can take many forms including physical, sexual, and emotional abuse as well as neglect. It is a widespread problem in India with over half of children experiencing some form of abuse. Physical abuse and sexual abuse are particularly common. Proper identification, documentation of injuries, collection of forensic evidence, and multidisciplinary management are important to address this issue. Prevention through education, community support, and strong legal protections can help reduce the incidence of child abuse.
Relevance of sex education at secondary leveluzairhasan12
This document presents an argument for including sex education at the secondary school level in India. It discusses the need for sex education during adolescence to help young people understand physical and emotional changes. The document outlines why sex education is important, including to reduce sexual abuse, violence and disease. It notes steps taken by the Indian government to introduce sex education but also shortcomings. The document concludes by advocating for comprehensive sex education programs in schools.
This document provides information about a sex education preparation and HIV certification training hosted by Muskegon ISD. It includes introductory text, goals and outcomes of the training, ground rules, fact-checking activities, discussions of sex education and HIV/AIDS laws, and descriptions of related teaching roles and qualifications. The training aims to equip educators to provide developmentally-appropriate sex education and disease prevention instruction according to state mandates.
Child abuse can take several forms including physical, emotional, sexual abuse and neglect. Signs of physical abuse include unexplained injuries while signs of neglect include poor hygiene. Behavioral cues of child abuse are excessive crying, nightmares and poor school performance. Child sexual abuse involves any sexual activity with a minor and can have lasting negative effects. Most perpetrators are known to the child or family. Parents can help protect children by being involved in their lives, encouraging them to speak up, and teaching them skills to recognize inappropriate touching.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
The document discusses legislation and policies relating to safeguarding children. It covers:
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- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
Essential for childhood webinar trainingVennaOldsen
This document provides an overview of a training on promoting child safety and supporting families during COVID-19. It defines different types of child abuse and neglect, provides 2019 child abuse statistics for Missouri, and outlines how school closures may have impacted reporting of abuse cases. The training covers mandated reporting procedures, adverse childhood experiences, and strategies to prevent child maltreatment through community commitment, using data to inform actions, promoting positive norms, and supportive policies and programs.
The document discusses the connection between building protective factors in communities and appropriate responses to child abuse and neglect. It summarizes that research shows building knowledge of parenting/child development, parental resilience, social connections, concrete supports, and children's social-emotional competence can help protect families and reduce abuse. The document provides information on each protective factor and recommends strategies for service providers to support families in building these factors.
Similar to Sexual Abuse Prevention Consultation (20)
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2. Scenario
• The Principal of PS 2009 reports that last week, a third grade
student was molested on her way home from school.
• The teachers, parents and students are in a state of panic.
• There are accusations that an older student in the school is the
perpetrator and this has led to anger and divisiveness within the
school community.
• The Principal is requesting a consultation to discuss ways to best
cope with the fallout from this situation for staff, students, and
community and to address the safety and boundary issues this
situation presents so hopefully it will not reoccur.
3. Guidelines and Legal Aspects
• The law requires professionals who work with children to report
suspected neglect or abuse.
• Guidelines for reporting sexual abuse and neglect are state-specific but
they all show commonalities in the reporting process. Failure to report
child abuse or neglect is a violation of the law (Department of
Children’s Services, 2011).
• Victims can sue their abusers in civil court
• Many states have extended their criminal and civil statutes of
limitation for child sexual abuse cases.
• Any suspicion of child sexual abuse must be reported to child
protective services agency or law enforcement agency immediately.
• Local child protection agencies investigate intra-familial abuse and the
police investigate extra-familial abuse.
4. Tennessee Law
If a school official, or any other school personnel has knowledge of
sexual abuse on school premises then they must notify the parent or
legal guardian within 24 hours that a report has been made and shall
provide other information relevant to the future well- being of the child
while under the supervision or care of the school. The notice must also
be coordinated with the DCS.
https://www.sworps.tennessee.edu/child_abuse_reporting/start.html
5. Needs Assessment
• Staff
• Internal procedures to report, track, and follow-up on disclosure/suspicion
• Who is trained/interested in teaching SA prevention
• Preferred formats for education
• Students
• Effectiveness of SA teaching
• Preferred methods of instruction and available teaching tools
• Parents and Community (and staff)
• Role in educating children about body safety and boundaries
• Available secondary and tertiary care for SA
• Level of SA knowledge in school-aged peers and mandatory reporting laws
6. Cost-Effective Primary Prevention
• Nine Principles of Prevention
• Comprehensive Varied Teaching Methods
• Sufficient Dosage Theory Driven
• Positive Relationship Appropriately Timed
• Socio-Culturally Relevant Outcome Evaluation
• Well-Trained Staff
• Free Programs
• Stop It Now!
• Speak Up Be Safe
• Vermont Sexual Violence Prevention Taskforce
• Community education resources
7. Agency Resources
• Service Providers
• Educators
• Counselors
• School/District Nurse
• Training
• Relationship with community resources
• Facilitator training: Child Help, Darkness to Light
• Outsourcing
• In-Agency
• Collaborative
• Third-Party
8. Outcomes
Students
• Increased perception of appropriate vs. inappropriate touching.
• Increased understanding of how to report abuse.
• Increased self-esteem.
• Increased perception of personal boundaries.
• Appropriate assessment of risk.
Parents and Staff
• Increased confidence among teachers and staff in reporting protocols
• Increased confidence among teachers and staff in responding to students
concerns.
• Increased understanding of how to discuss issues of risk, abuse,
boundaries and reporting according to developmental stages.
• Local child protective services to be prepared for possible disclosures
following presentation/consultation by notifying administration prior to
program (Barron and Topping,
9. Troubleshooting
• Secondary trauma, re-experiencing a primary trauma, revealing
staff or parental molestation are potential scenarios that may be
addressed through primary, secondary, and tertiary sexual abuse
prevention strategies.
• Post consultation questionnaires to be evaluated to assess
understanding of presented material and unmet needs and or
questions.
• Concerns not met by plan and plan items with poor learning
outcomes to be addressed or readdressed as necessary within an
agreed upon time frame.
• Booster sessions may be necessary to reinforce previous learning as
well as address new concerns.
11. Objectives
• 1. Identify 3 sexual violence prevention resources that can be used
for classroom learning
• 2. Describe 3 concerning behaviors that could indicate a child has
been exposed to sexual abuse
• 3. List 5 appropriate responses for handling student disclosure of
sexual abuse
• 4. Name a community resource for each level of prevention
(primary, seconder, tertiary)
13. Common Sexual Behavior in School Age
Children
• Questions on physical development, babies, puberty, sexuality
• Experiments with same age and gender peers through games and role
play in spontaneous, mutually enjoyable fashion (pre-puberty)
• Increasing interest in sexual discussion and experimentation with peers
(puberty)
• Private self-stimulation
• Follows limits set by adults and community
14. Concerning Sexual Behavior in School Age
Children
• Interprets social gestures as sexual
• Explicit sexual knowledge; provokes sexual discussion
• Mimics adult sexual behaviors
• Exhibits sexual behaviors in public, on the phone, or online
• Prefers to play with younger/smaller children including secret or
special games involving physical contact, exhibition, or voyeurism
• Uses physical or verbal sexual threats/harassment
• Regressive behaviors, fearful or explosive around particular peer(s)
15. Warning Signs of Possible Sexual Abuse
(or divorce, death, trauma, conflict, life-change illness . . .
)
• Low self-esteem
• Misses or skips a lot of school
• Shows unusual signs of anxiety
• Shows signs of guilt
• Exhibits signs of depression
• Becomes more angry and hostile
• Runs away from home
• Using drugs or alcohol
• Assuming perpetrator role
16. Reporting & Disclosure
• Avoid denial, interrogation, implication of blame
• Do not make assumptions, judgments, promises
• Provide a safe environment
• Reassure and support
• Active listening
• Document with exact quotes
• Seek advice
• Report suspicions
17. Sexual Violence Prevention
• Primary
• Promote resilience: caring relationships, high expectations and academic
standards, provide opportunities for participation and contribution
• Implement education guidelines using 9 principles of prevention
• Build alliances with CPS and law enforcement to define roles, values,
objectives, and language; reporting and debriefing protocol; and outcome
evaluation measures
• Secondary
• Schools are primary reporting of source suspected SA
• Crisis counselor, ER/SANE/MD, CPS, legal
• Re-victimization, vicarious trauma
• Tertiary
• Long-term MH services for victim/survivor: individual, group, family
• Offender treatment and rehabilitation
18. References
• Barron, I. G. & Topping, K. J. (2009). School-based child sexual abuse prevention programs:
The evidence on effectiveness. Journal of Children’s Services 3(3), 31-53.
• Center for Women and Families, (2011). Community education and training. Retrieved from
http://www.thecenteronline.org/learn-more/community-education-and-professional-training
• ChildHelp (2011). Speak up be safe: The evolution of good touch bad touch. Retrieved from
http://www.speakupbesafe.org/index.html
• Department of Children’s Services (2011). Child safety. Retrieved from
http://www.tn.gov/youth/childsafety.htm
• Smith, M. C. (2008). Pre-professional mandated reporters' understanding of young
children's eyewitness testimony: Implications for training. Children and Youth Services
Review, 30(12), 1355-1365.
• StopItNow! (2007). Do children sexually abuse other children? Preventing sexual abuse among
children and youth. Brandon, VT: The Safer Society Press.
• StopItNow! (2010). Training for prevention. Retrieved from
http://www.stopitnow.org/training
• U.S. Department of Health & Human Services, (2011). State statutes search. Retrieved from
http://www.childwelfare.gov/systemwide/laws_policies/state/index.cfm?event=stateStatute
s.showSearchForm
• Vermont Sexual Violence Prevention Taskforce, (2010). Technical assistance resource guide.
Burlington, VT
20. How can I keep my child safe?
1. Teach healthy boundaries – it is
acceptable to have privacy to
dress, bathe, use the bathroom and
sleep.
2. Teach the difference between O.K.
touch and inappropriate touch
3. Make sure your child knows it is o.k. to
tell
4. NO! Teach your children it is alright to
say no about their body and respect
when they do
5. Teach the proper names for body parts
6. Make sure they know the difference
between a secret and a surprise.
Secrets leave our children vulnerable.
7. Teach internet safety
• http://www.stopitnow.org/dont_wait_
everyday_prevention
21. What do I do if my child discloses?
1. Believe them
2. Stay calm
3. Assure them they are not to blame
4. Let them know “telling” was the right
thing to do – don’t promise not to tell
5. Report the abuse
6. Make sure to tell them it is o.k. to be
mad or sad
7. Seek medical attention –
documentation of injury, preservation
of evidence and treatment if necessary
8. If the incident was recent (within 5
days) wait until after seeking medical
attention to take a bath/shower, use
the bathroom (if possible), change
clothes, eat or drink. Preserve as much
evidence as possible
http://www.shelterhousemidland.org/index.php/is-this-abuse/signs-of-child-a-teen-abuse/what-do-i-do-now
http://www.rainn.org/get-information/aftermath-of-sexual-assault
22. Don’t Add
1. While it is important to let the child talk as much as they
want about the incident, do not ask a lot of questions
about it or quiz them. Information gathering is best
accomplished by forensic interviewers, SANEs and law
enforcement. This protects the integrity of the
statement.
2. Do not discuss the incident with those who do not need
to know. Protect your child’s privacy.
3. If there are other victims, do not discuss the incident
with them either….this protects all cases involved.
4. Do not promise the child they will not have to tell their
story more than once.
5. Do not share your anguish with your child, they need to
see you calm. Find someone to talk to such as a
therapist.
http://www.shelterhousemidland.org/index.php/is-this-abuse/signs-of-child-a-teen-abuse/what-do-i-do-now
23. Self Care
• Although it will be natural that your
thoughts will be centered on your
child, it is important to remember that
you can provide a better environment
for your child by taking care of
yourself.
• Journaling, meditation and seeking
counseling are all recommended by
RAINN.org for family members of
abuse victims.
• http://www.rainn.org/get-
information/sexual-assault-
recovery/tips-for-friends-and-family
24. Where do I go for
help?
Your child's
pediatrician or your
local emergency
department are good
starting places. They
can help link you to
law enforcement,
child protective
services, and health
care providers that
specialize in the care
of the abused child.
25. Questions to consider when choosing a school or
afterschool program
• What is their policy of abuse prevention?
• What is the staff screening process?
• Are background checks and references checked?
• Are child/adult interactions monitored and do they have a policy
regarding interactions between staff and children?
• Do staff receive training about the prevention of child sexual
assault?
• How do they handle allegations of abuse?
http://www.stopitnow.org/9questions
26. References
• Aftermath of Sexual Assault | RAINN | Rape, Abuse and Incest National Network. (n.d.).
RAINN | Rape, Abuse and Incest National Network | RAINN: The nation's largest anti -sexual
assault organization.One of “America’s 100 Best Charities" —Worth magazine.
Retrieved November 28, 2011, from http://www.rainn.org/get-information/aftermath-of-
sexual-assault
• Child Sexual Abuse: What do I do now?. (n.d.). Shelterhouse of Midland and Gladwin Counties:
Eliminate Domestic Violence and Sexual Assault. Retrieved November 28, 2011, from
http://www.shelterhousemidland.org/index.php/is-this-abuse/signs-of-child-a-teen-
abuse/what-do-i-do-now
• Don’t Wait: Everyday Actions to Keep Kids Safe | Stop It Now. (n.d.). Stop It Now |
Together We Can Prevent the Sexual Abuse of Children. Retrieved November 28, 2011, from
http://www.stopitnow.org/dont_wait_everyday_prevention
• Nine Questions Parents Need to Ask When Selecting a Program for their Child | Stop It Now.
(n.d.). Stop It Now | Together We Can Prevent the Sexual Abuse of Children. Retrieved
November 28, 2011, from http://www.stopitnow.org/9questions
• Self-Care for Friends and Family Members | RAINN | Rape, Abuse and Incest National
Network. (n.d.). RAINN | Rape, Abuse and Incest National Network | RAINN: The nation's
largest anti-sexual assault organization.One of “America’s 100 Best Charities" —Worth
magazine. Retrieved November 28, 2011, from http://www.rainn.org/get-information/sexual-
assault-recovery/tips-for-friends-and-family
27. CONSULTATION
TEACHING PLAN:
CHILDREN
Sharon D. Ward,
PMHNP-Student
29. Goals and Objectives
• The goal is to teach children how to prevent or reduce the risk of sexual abuse.
• The students will be able to define child sexual abuse.
• The student will be able to verbalize appropriate names of their body parts.
• The students will be informed that they have the to make decisions about their
bodies.
• The students will be able to name safe places to go and safe people to tell if they
are being sexually abused.
30. What Is Child Sexual Abuse?
• Child sexual abuse is any type of sexual activity with a child where permission is
not or cannot be given.
31. KNOW YOUR BODY
• Know the appropriate names of your body
parts. Body parts does not have
nicknames. Ask parent to teach you the
appropriate names.
• Your body belongs only to you and it is not
ok for anyone to ask to touch or look at
your body especially your
breast, buttock, and genitals.
• It is not ok for you to look or touch another
person’s body parts especially the
breast, buttock, or genitals even if he/she
tells you it is ok to touch them.
• No one should touch your body in exchange
for money, candy, toys, or other gifts.
32. Know Your Voice
• You have a right to tell a person that you trust if someone
touches or looks at your private body parts. Sometimes it
is necessary for your parent(s) or doctor to touch your
private area.
• Tell someone as soon as possible if someone touches your
private area. DO NOT wait because the longer you
wait, the longer it will take for someone to help you.
• There are no secrets when someone hurts you.
• You have the right to say "NO" if someone wants to touch
you in any way that makes you feel uncomfortable, afraid
or confused.
• Safety rules about touching apply all the time, not just with
strangers.
33. Know Your Safe Places
• Your Parent
• Your Doctor
• Your Church
• Police Department/Police Officer in your
neighborhood
• School’s Guidance Counselor/Principal/Favorite
Teacher
34. “What If” Game
• What If... something was bothering you and you did not know what to do about it?
Who might be able to help you?
• What If... someone touched you in a way you did not like and offered you a candy
bar, a brand new doll or something else you really wanted to keep a secret?
• What If... a stranger offered you a ride in a shiny new car?
• What If... you did not want to be hugged by a particular adult?
• What If... someone is tickling you and it starts to hurt?
• What If... Mommy, daddy or a doctor touched the private parts of your body?
• What If... the baby sitter wanted to touch you under your night clothes?
• What If... your uncle (aunt) wanted you to sit on his (her) lap and you did not want
to?
35. Answers to “What If” Game
• People you trust, such as a parent, another relative, neighbor, teacher, school nurse, police
officer, clergy.
• Say "NO!" and tell someone.
• Never accept rides from a stranger.
• Say "NO!" to that adult. You may like the person, but you may not want to be hugged at that time.
• Tell them to stop. If they will not stop, call for help. If I am not home at the time, tell me about it
later.
• There are times when others may need to touch your private parts. For example, mommy or
daddy may touch your private parts if you complain of pain in your private area; or a doctor may
need to touch you during an examination. But, if the touching hurts or bothers you, tell them.
Alternate... Grown-ups do not usually need to touch children in private areas unless it is for health
reasons.
• No one has the right to put their hand under your clothes; force you to touch them; touch your
body; or touch your private body parts.
• You can say "NO!" to your uncle/aunt if, for some reason, you do not want to do it.
36. References
Office of Children & Family Services (n.d.). Say no! Protecting children against
sexual
abuse pub. 1154. Retrieved November 24, 2011, from
http://www.ocfs.state.ny.us/main/publications/pub1154text.asp.
Tennessee Department of Human Services. Keeping kids safe. Retrieved November
24, 2011 from www.tn.gov/humanserv/adfam/kkswv.pdf.
The National Child Traumatic Stress Network. Child sexual abuse fact sheet.
Retrieved
November 24, 2011 from http://www.nctsn.org/products/child-sexual-abuse-fact-
sheet-parents-teachers-and-other-caregivers%20.
Editor's Notes
Primary prevention: activities that take place before sexual violence has occurred to prevent initial perpetration or victimization;Secondary prevention: immediate responses after sexual violence has occurred to deal with the short‐term consequences of violence; and,Tertiary prevention: long‐term responses after sexual violence has occurred to deal with the lasting consequences of violence for the victim/survivor, as well as sexoffender treatmentinterventions.
Introducing the topic of molestation is awkward – introducing ideas, making touch-paranoid, cautionary and proactive rather than paralyzing and reactive? Starting the conversation is often the most difficult part. Only positive from sexual abuse is the opportunities for awareness, advocacy, and education media coverage is making
We can get comfortable speaking up about very small things that might not be signs that someone is thinking of sexually abusing children but that increases the risk or makes them more vulnerable.We can decide ahead of time what is okay and not okay around children and we can proactively set boundariesi.Once boundariesi are defined, it becomes more apparent when they are crossed.We need to learn to speak up immediately when we see those boundariesi ignored or violated.We can create a plan of action so that when we’re confronted with a situation that worries us, we’ll know what to do. And we’re not talking about a stranger at the playground or someone trying to lure a child into their car. We’re talking about that nice youth worker who seems to hug the girls a lot more than the boys. Or the uncle with the roaming hands. Or the neighbor with the latest video games who encourages kids to stop by after school. Or the respected coach who takes kids on overnight trips to see professional football games. We can ask questions of the institutions and organization that work with our kids. We can learn in advance what their policies are and how they are implemented. We can ask what training our schools, youth groups and faith communities offer to staff and volunteers.We can speak up to those in leadership—whether it’s about the newest volunteer or the winningest coach. Comfort speaking upProactive boundary settingAction plan for situations of concernState mandatory reporting regulations
Building Effective Alliances with Child Protective Services and Law Enforcement When systems that impact children and families collaborate, families are served more effectively and children benefit. Although collaboration is recognized as important, in reality it can be difficult to achieve. Barriers include cross‐ system issues of confidentiality, minimal relationships, the complexity of each system, and insufficient time and resources. This document was prepared to assist school personnel to develop effective working alliances with child protective service agency and law enforcement personnel. An alliance is an association between two or more parties, made in order to advance a common goal, and to further the common interests of its members. School personnel are in a unique position to help prevent child abuse and neglect. For this reason, it is not surprising that schools are the reporting source of more incidents of suspected child abuse than any other institution. Developing alliances with local child protective services (CPS) and law enforcement agencies will assist school personnel to deal with the challenges of reporting suspected child abuse, and will help provide the resources and working relationships that are important to protecting and supporting children. It is best when such alliances are built in the context of planned preparation, rather than working them out in response to problems that arise concerning cases of child abuse and neglect. There are rewards for schools, child protective services, and law enforcement in building effective working alliances. These include increased rates of identification, better reports, increased communication, and greater support to affected children and families. Research has found that school personnel were more likely to report physical abuse than any other type of child abuse (emotional, sexual abuse, or neglect). However, when teachers were provided adequate training, reports in these other areas increased because teachers are in an ideal position to detect these less obvious forms of abuse. The following steps are suggested to schools in an effort to build effective working alliances with child protective services and law enforcement. Step 1. Recruit members and build trusting relationships. To develop the alliance, school administrators should contact their local CPS District administrator and local law enforcement office(s) to identify the members of the alliance. At a minimum the alliance should include school representatives and the key staff involved with investigating reports within both CPS and law enforcement. Membership can also include community providers representing various disciplines who are able to provide support or assistance to families. CPS often has a designated school liaison person assigned by school district. Each entity should be represented on the alliance. A schedule of meetings should be agreed upon to discuss both issues related to the issue of child abuse prevention and issues around working collaboratively. Leadership is important to building and maintaining a successful alliance – the leader assures that all of the stakeholders are represented on the alliance, can build trust across agencies, is able to manage conflict effectively, and facilitates group discussions. Leadership can be determined collaboratively among the members of the alliance and can rotate. It is important to establish authority for the alliance within the school. NATIONAL HEADQUARTERS15757 North 78th Street Suite B ∙ Scottsdale, AZ 85260 ∙ T 480‐922‐8212 ∙ F 480‐922‐7061 ∙ www.childhelp.org/SpeakUpBeSafeBuilding Alliances with CPS and Law‐July 2011 For instance, will the principal be the representative from the school, or will she/he designate to someone? If a designee, then that person needs to know the principal supports the efforts and has given him/her the authority to serve in that role. Step 2. Clarify values and roles. All three entities play important and different roles in keeping children safe from child abuse. All professionals must be aware of the role each entity plays in child abuse prevention and the unique knowledge and skills they bring to the alliance (2003). Although roles may differ, it is likely that the entities hold a number of core values in common. Clarifying core values and the various roles can help build clarity and cohesion, and can clear up common misconceptions. Step 3. Identify objectives for the alliance. When developing an alliance with the local child protective services and law enforcement offices, the members should seek clarity on what it is they want to achieve. There are three broad areas such alliances often focus on: prevention, identification, and intervention. Below are some sample objectives for consideration. Develop and implement prevention programs for children and parents. Increase understanding of the mandated reporting laws of the state. Increase knowledge on the warning signs of abuse. Consult on the procedure for reporting abuse. Understand how to support children in the disclosure process to mitigate future harm. Ensure that 100% of suspected child abuse is reported. Increase understanding of what happens after a report of suspected abuse is made. Increase understanding of how to support students who are the alleged victims of child abuse and neglect in the school system. Develop a local resource directory of services that are critical to meeting the needs of children and helping them to focus in school, increasing attendance, decreasing behavioral problems and thereby improving school performance. Increase understanding of how to make referrals for services when necessary (food, clothing, housing). Develop collaborations with key resources provided with the community who can be called upon for advice or assistance with challenging situations. Step 4. Develop a common language. Each profession has its own terminology, jargon, and acronyms. To facilitate communication it is important that each party explain technical language, refrain from using acronyms, and work toward a common understanding of key terms. Step 5. Work through conflict. It is likely that conflict will arise in regard to the handling of child protection reports and investigations. Being able to discuss differences and reach consensus will be a major benefit of the alliance. Discussing what went well and what could be improved with regard to specific cases can help move the alliance forward. Step 6. Develop protocol. Changing practice requires a commitment to change at all levels as well as a willingness to actually examine and formalize what is working. Step 7. Evaluate. Adopt an outcome focus to the work of the alliance in order to measure the benefits of cross agency collaboration. 1 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2010). Child Maltreatment 2008. Available from http://www.acf.hhs.gov/programs/cb/stats_research/index.htm#can. 1 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2003). A coordinated response to child abuse and neglect: The foundation for practice. http://content.a-b-c.com/emailattachments/ddcmhs/DDCMHS-Child-Sexual-Abuse-Fact-Sheet.pdfAdd to paper:http://www.stopitnow.org/9questions