This document provides an overview of a training for foster parents on safeguarding against allegations of abuse. It acknowledges organizations that support the training. It explains that foster families are at higher risk of allegations due to living in a fishbowl with high scrutiny. The training aims to help foster parents understand why allegations occur, prevent false allegations, and know the investigative process. It outlines common reasons for allegations, including actual abuse, misinterpreted language or body language, seeking attention or revenge, and confused memories. Critical emotional stages for children like anger or crisis that could lead to allegations are also discussed.
Intervening on behalf of children subject to domestic violence with due consi...Gary Direnfeld
Given domestic violence and children, there is a hierarchy of interventions to be deployed in the interest of mitigating impacts and facilitating reasonable psycho-social development. Further and given a multi-cultural context, there are strategies to be deployed to enable culturally sensitive interventions with the aspiration of improving outcomes for the entire family – including the perpetrator.
Intervening on behalf of children subject to domestic violence with due consi...Gary Direnfeld
Given domestic violence and children, there is a hierarchy of interventions to be deployed in the interest of mitigating impacts and facilitating reasonable psycho-social development. Further and given a multi-cultural context, there are strategies to be deployed to enable culturally sensitive interventions with the aspiration of improving outcomes for the entire family – including the perpetrator.
CGRS and Kids in Need of Defense (KIND) have collaborated to produce an important report urging lawmakers to reform the U.S. immigration system for migrant children who are coming to our borders with surging frequency. They come, often unaccompanied by an adult, in search of safety, stability, and protection. These children face a system that was created for adults, does not provide them legal counsel, and is not required to consider the child’s best interests, despite the potentially enormous impact of the proceedings on the child’s life and future.
Early Childhood Educators are often a significant support to children whose parents are separating or divorcing. The challenge is oftentimes managing parental conflict. This PP addresses parental and child issues.
Shared by Brandi Scales on behalf of PCSAO during the 2010 Ohio Reach Summit. The purpose of this event is to increase the number of foster care youth who enroll in and graduate from college.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
CGRS and Kids in Need of Defense (KIND) have collaborated to produce an important report urging lawmakers to reform the U.S. immigration system for migrant children who are coming to our borders with surging frequency. They come, often unaccompanied by an adult, in search of safety, stability, and protection. These children face a system that was created for adults, does not provide them legal counsel, and is not required to consider the child’s best interests, despite the potentially enormous impact of the proceedings on the child’s life and future.
Early Childhood Educators are often a significant support to children whose parents are separating or divorcing. The challenge is oftentimes managing parental conflict. This PP addresses parental and child issues.
Shared by Brandi Scales on behalf of PCSAO during the 2010 Ohio Reach Summit. The purpose of this event is to increase the number of foster care youth who enroll in and graduate from college.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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!
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Safeguarding part1
1. You & Your Family
Against
Allegations of Abuse
Online Training "Safeguarding"
Foster Parents Society of Ontario
2. Acknowledgement
We wish to acknowledge and thank the following for their
contribution, support and encouragement:
Trillium Foundation
Ann Dafoe, President of Hastings FPA
Canadian Foster Families Association (CFFA)
FPSO Board of Directors
Children’s Aid Foundation
Online Training "Safeguarding"
Foster Parents Society of Ontario
3. WHY Do We Need to Safeguard?
While, for much of the time, foster parents do the same
things that natural parents do, they have to accept that, in
other ways, their task is a different one from that of the
natural parents.
Unlike foster parents' own children, the children in their
care do not belong to them. They are held in trust. Having
someone else's children is not a natural situation. The
Society has ultimate responsibility for the children and is
involved in their lives.
Note: Throughout this training session the term “Society” has been used to
stand for; CAS, Children’s Aid Society, Family & Children Services, FCS
Agency, Agencies etc.
Online Training "Safeguarding"
Foster Parents Society of Ontario
4. WHY?
Foster parents never think that their family will be the
one that will be reported for possible abuse.
However, there has been a significant increase in reports
of allegations of abuse in foster families and it is likely
that this trend will continue.
Foster families are at greater risk of an allegation than
other families.
Foster families are held to different, higher standards for
what will be considered abuse in their homes.
Online Training "Safeguarding"
Foster Parents Society of Ontario
5. FOSTER FAMILIES
CONSTANTLY
LIVE
IN A
FISH BOWL
Online Training "Safeguarding"
Foster Parents Society of Ontario
6. WHY?
Foster family life is highly visible in the community and
held up to public scrutiny.
Consumers of social services - foster children and their
biological relatives - are familiar with child abuse report
procedures and effects.
Online Training "Safeguarding"
Foster Parents Society of Ontario
7. WHY?
Societies are concerned about their legal liability
regarding placed children.
Foster children are often "high risk" both in
terms of the responses they may elicit from
others and in terms of the abuse risk they pose
for other children
Online Training "Safeguarding"
Foster Parents Society of Ontario
8. HOW Do We Safeguard Ourselves?
By Providing Foster Parents with:
KNOWLEDGE
&
TRAINING
Online Training "Safeguarding"
Foster Parents Society of Ontario
9. Training Objectives
To identify the reasons and the context for allegations
To develop family safety strategies to prevent false
allegations
To understand the investigative procedure
Online Training "Safeguarding"
Foster Parents Society of Ontario
10. SECTION I
ALLEGATIONS
Online Training "Safeguarding"
Foster Parents Society of Ontario
11. WHAT IS AN ALLEGATION?
An allegation is a statement
or suggestion made by an
individual about another
person with respect to an
abusive behaviour as defined
under the Child & Family
Services Act.
Online Training "Safeguarding"
Foster Parents Society of Ontario
12. The child’s safety is our first concern.
Abuse allegations are serious and must be dealt with
seriously because we have given the child the promise
of safety.
When an abuse allegation is taken seriously the child
learns that adults can be trusted.
Allegations will happen and can be a learning
experience. Crisis causes learning. We need to ask what
could I do differently?
Online Training "Safeguarding"
Foster Parents Society of Ontario
13. SECTION II
UNDERSTANDING
ALLEGATIONS
of ABUSE
Online Training "Safeguarding"
Foster Parents Society of Ontario
14. REASONS for ALLEGATIONS of ABUSE
Actual abuse has occurred. Actual emotional, physical
or sexual abuse has occurred in the foster family. The abuser
could be one of the foster parents, other foster children,
natural children or even a visitor to the foster home.
Language is misinterpreted. An adult's action or
expression has been misinterpreted. Children who have been
abused, particularly sexually, sometimes misread a situation
based on an earlier experience. To the child, an action might
seem a repetition of a sequence that was used when he/she
was actually abused.
Online Training "Safeguarding"
Foster Parents Society of Ontario
15. REASONS for ALLEGATIONS of ABUSE (cont’d)
Memories are confused with the present. Sometimes
as repressed memories of abuse come to the surface, the
child confuses this with abuse currently happening in the
present placement.
A child’s perception of day to day experiences is determined
by their past. Crisis and/or stress can bring out feelings or
reactions from the past. Seeing someone who looks like
someone from the past can trigger feelings/reactions. These
reactions can lead to false allegations based on memories of
the past.
Online Training "Safeguarding"
Foster Parents Society of Ontario
16. REASONS for ALLEGATIONS of ABUSE (cont’d)
Body language is misinterpreted
Revenge. The child, or perhaps someone in the child's
family, has a grudge against the foster parent or Society and
uses an allegation of abuse as a weapon.
Online Training "Safeguarding"
Foster Parents Society of Ontario
17. REASONS for ALLEGATIONS of ABUSE (cont’d)
Attention seeking. This is a way of obtaining the
attention the child seeks. It can also be a cry for help.
A child may be getting back at the system. He/she knows
that an allegation is easy to make but difficult to disprove.
The foster child wants to break a placement, is not listened
to, and knows this is a way to ensure a move.
Online Training "Safeguarding"
Foster Parents Society of Ontario
18. REASONS for ALLEGATIONS of ABUSE (cont’d)
The child/youth may want to break the
placement because:
abuse has occurred
he/she wants to go home (various reasons-might
want to get back to protect siblings)
he/she believes the placement won’t last (no
investment)
might want to be placed in the home of a sibling
believe that no one cares for him or her. Has a history
of being unloved by parents and sibs.
conflicting loyalties, desire to please bio parents
Online Training "Safeguarding"
Foster Parents Society of Ontario
19. CRITICAL EMOTIONAL STAGES
THAT MIGHT LEAD TO ALLEGATIONS
Anger stage: Self expression: “I hate this place”. “You
are not my mother” “I could do this at home.”
Poor Case Management: Placement disruption, or foster
parent hanging in for the child.
Honeymoon period. Shock denial stage.
The crisis: “Do you still love me when I am this bad?”
Questioning whether foster parent will still be there for
them.
Online Training "Safeguarding"
Foster Parents Society of Ontario
20. POINTS TO CONSIDER
We tend to interpret our experiences by what
we know and what we have experienced.
Our foster kids see us as parents. Their past experience
with parents was not positive therefore they see us as
not positive.
Online Training "Safeguarding"
Foster Parents Society of Ontario
21. POINTS TO CONSIDER (Cont’d)
We see in others what we
expect to see and miss what
we do not.
Children do this: They see an
attitude where there is no attitude.
Online Training "Safeguarding"
Foster Parents Society of Ontario
22. CONTEXT FOR MAKING ALLEGATIONS
Isolation
Too few adults
Too many children
Memory chargers
Changes
Access visits
School problems
Online Training "Safeguarding"
Foster Parents Society of Ontario
23. This concludes the first portion of the
Safeguarding training session.
Click on the “Back” button of your
browser to return the Safeguarding
main page to continue
Online Training "Safeguarding"
Foster Parents Society of Ontario