The Strong 6 Project aims to build safety and nurturing communities for children through a multi-pronged approach. It teaches Protective Behaviours curriculum to children, and educates parents and teachers on these concepts, to promote continuity. For children, lessons are delivered engagingly through a "Safety Circus". The project has launched in 6 schools in Townsville West and will evaluate outcomes over 2 years to refine its methods and share its practices more broadly.
Research and collaboration are leading the way forward in improving student mental health and wellness across Ontario schools. Foundational changes like establishing board strategies and building staff capacity will ultimately sustain these efforts. Growing research and strong partnerships across sectors now support mental health in schools. Several effective programs are highlighted, including teaching coping skills to help prevent suicide, using mindfulness martial arts to build self-regulation, and providing teachers easy access to practical mental health resources.
Positive guidance techniques help children feel in control, safe, and not bad by focusing on learning, valuing who they are, understanding them, and taking their concerns seriously. Positive guidance is based on child development, aims to teach self-control and decision making, offers choices while maintaining self-esteem, uses natural and logical consequences, and is consistent, individualized, and builds on trust. It is not punitive, done in anger, or about control for its own sake.
Positive Guidance & NAEYC Code of Ethics Presentationmary_bf
This document summarizes a staff development presentation about positive guidance and the NAEYC Code of Ethics. It defines positive guidance and the problem-solving approach, which includes active listening, negotiation, setting limits, modifying the environment, and affirmations. It then summarizes the four sections of the NAEYC Code of Ethics, which outline responsibilities to children, families, colleagues, and the community. The document concludes with a discussion of ethical conduct scenarios and a bibliography.
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains strategies for building relationships with students, understanding their needs and contexts, creating supportive classroom environments, and responding to misbehaviors in ways that teach rather than punish. The overall goal is for teachers to establish well-managed classrooms where all students are actively engaged in learning.
Individualized and developmentally appropriate guidance 2blantoncd
This document discusses individualized and developmentally appropriate guidance for children's social and emotional development. It emphasizes understanding each child's unique strengths, weaknesses, temperament, and experiences. When addressing challenging behaviors, we must consider whether the child lacks knowledge, skills, or motivation before intervening. Functional analyses of behaviors can identify triggers and consequences to guide interventions that teach skills rather than punishments. The goal is supporting each child's social-emotional growth through observation, screening, and developmentally appropriate guidance.
Positive discipline in everyday teaching a primer for filipino teachersEDITHA HONRADEZ
This document is a primer on positive discipline for Filipino teachers. It discusses corporal punishment, its effects, and the legal basis for prohibiting it. It then introduces the concept of positive discipline in everyday teaching (PDET), which focuses on setting long-term goals for students, providing warmth and structure in the classroom, understanding child development, and problem-solving. The primer provides examples of responding to common classroom situations in kindergarten, grade school, and high school using a positive discipline approach. It also includes a note on teacher well-being and stress management.
The document discusses early intervention strategies for at-risk students using a Response to Instruction and Intervention (RtI2) model. It outlines the key components of RtI2 including universal screening, high-quality instruction, evidence-based practices, and tiered interventions. Research shows RtI2 can improve academic performance for at-risk students and reduce disproportionate representation in special education when implemented effectively in general education.
This document discusses an ethics case involving a teacher, Georgina Smith, and her student, Luis. It outlines the important relationships in the case and lists several core values, ideals, and principles from NAEYC that are relevant, such as developing trust with families and respecting their structure and beliefs. The group discusses that Georgina speaks the family's language and is supportive of the family. They recommend that Georgina unobtrusively communicate with the family, connect them to resources, and help build strong relationships between the family, school, and community.
Research and collaboration are leading the way forward in improving student mental health and wellness across Ontario schools. Foundational changes like establishing board strategies and building staff capacity will ultimately sustain these efforts. Growing research and strong partnerships across sectors now support mental health in schools. Several effective programs are highlighted, including teaching coping skills to help prevent suicide, using mindfulness martial arts to build self-regulation, and providing teachers easy access to practical mental health resources.
Positive guidance techniques help children feel in control, safe, and not bad by focusing on learning, valuing who they are, understanding them, and taking their concerns seriously. Positive guidance is based on child development, aims to teach self-control and decision making, offers choices while maintaining self-esteem, uses natural and logical consequences, and is consistent, individualized, and builds on trust. It is not punitive, done in anger, or about control for its own sake.
Positive Guidance & NAEYC Code of Ethics Presentationmary_bf
This document summarizes a staff development presentation about positive guidance and the NAEYC Code of Ethics. It defines positive guidance and the problem-solving approach, which includes active listening, negotiation, setting limits, modifying the environment, and affirmations. It then summarizes the four sections of the NAEYC Code of Ethics, which outline responsibilities to children, families, colleagues, and the community. The document concludes with a discussion of ethical conduct scenarios and a bibliography.
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains strategies for building relationships with students, understanding their needs and contexts, creating supportive classroom environments, and responding to misbehaviors in ways that teach rather than punish. The overall goal is for teachers to establish well-managed classrooms where all students are actively engaged in learning.
Individualized and developmentally appropriate guidance 2blantoncd
This document discusses individualized and developmentally appropriate guidance for children's social and emotional development. It emphasizes understanding each child's unique strengths, weaknesses, temperament, and experiences. When addressing challenging behaviors, we must consider whether the child lacks knowledge, skills, or motivation before intervening. Functional analyses of behaviors can identify triggers and consequences to guide interventions that teach skills rather than punishments. The goal is supporting each child's social-emotional growth through observation, screening, and developmentally appropriate guidance.
Positive discipline in everyday teaching a primer for filipino teachersEDITHA HONRADEZ
This document is a primer on positive discipline for Filipino teachers. It discusses corporal punishment, its effects, and the legal basis for prohibiting it. It then introduces the concept of positive discipline in everyday teaching (PDET), which focuses on setting long-term goals for students, providing warmth and structure in the classroom, understanding child development, and problem-solving. The primer provides examples of responding to common classroom situations in kindergarten, grade school, and high school using a positive discipline approach. It also includes a note on teacher well-being and stress management.
The document discusses early intervention strategies for at-risk students using a Response to Instruction and Intervention (RtI2) model. It outlines the key components of RtI2 including universal screening, high-quality instruction, evidence-based practices, and tiered interventions. Research shows RtI2 can improve academic performance for at-risk students and reduce disproportionate representation in special education when implemented effectively in general education.
This document discusses an ethics case involving a teacher, Georgina Smith, and her student, Luis. It outlines the important relationships in the case and lists several core values, ideals, and principles from NAEYC that are relevant, such as developing trust with families and respecting their structure and beliefs. The group discusses that Georgina speaks the family's language and is supportive of the family. They recommend that Georgina unobtrusively communicate with the family, connect them to resources, and help build strong relationships between the family, school, and community.
This very short document contains a single word "3f" followed by the word "threefold". It suggests something that is composed of three parts or has three aspects. However, without more context it is difficult to determine what specifically is being referred to or described in three parts.
This document summarizes a webinar about improving landing page conversions. It identifies five common landing page conversion killers: 1) inconsistency between search terms and landing pages, 2) complicated forms, 3) lack of clear calls to action, 4) lack of credibility signals, and 5) failure to test page elements. For each issue, it provides examples and recommendations, such as keeping forms short, adding testimonials, and testing page elements like buttons and headlines. The webinar emphasizes testing elements to optimize conversions and using analytics to measure performance.
Franz Josef P. Munda is seeking a position as a radiologic technologist. He has a Bachelor's degree in Radiologic Technology from Emilio Aguinaldo College and is licensed by the Professional Regulatory Commission. He has over 2 years of experience working as a radiologic technologist at the Associated Marine Officers' and Seamens' Union of the Philippines - Seamen's Hospital. His duties include performing x-rays, CT scans, MRIs and other diagnostic radiology procedures.
The document describes the RIDGID micro CD-100 combustible gas leak detector. It can quickly identify the presence of combustible gases with a flexible 41 cm probe. It is designed to detect gases like methane, propane, and more. The micro CD-100 has adjustable sensitivity settings and Tri-Mode Detection that provides alerts through visual, audible or vibration signals. It is listed as catalog number 36163 and weighs 0.45 kg.
Este documento proporciona consejos de seguridad para el manejo de herramientas manuales. Describe los principales riesgos asociados con el uso de herramientas como cortes, golpes y proyección de partículas. A continuación, ofrece medidas preventivas generales como inspeccionar las herramientas antes de usarlas y usar protección ocular cuando sea necesario. Luego, proporciona consejos específicos para el uso seguro de diferentes tipos de herramientas como martillos, limas y destornilladores.
Los enlaces covalentes son las fuerzas que mantienen unidos los átomos no metálicos al compartir electrones para completar su capa exterior con 8 electrones. Pueden ser polares si hay diferencia de electronegatividad entre átomos o no polares si es igual. Existen varios tipos como el dativo donde un átomo aporta los dos electrones compartidos.
How to Take the Boring out of B2B Content - slides 04/29/14DemandWave
This document promotes an upcoming webinar from webmarketing123 on how to make B2B content less boring. The webinar will take place on April 29th at 1PM ET and will cover topics like creating shareable content, content distribution strategies, and measuring content ROI. The document provides examples of effective B2B content and outlines a framework for evaluating current content marketing efforts. It encourages attendees to sign up for the webinar or contact the company for a content analysis or free consultation.
The Savvy Marketer's Guide to Mobile SearchDemandWave
This document provides information about optimizing a website for mobile users. It discusses responsive design, optimizing content and calls-to-action for different devices, and the importance of cross-device tracking and attribution. It also covers changes to Google's search algorithms like Hummingbird and Pigeon, and the need to build a mobile advertising strategy to influence in-store conversions across devices. The webinar will include a live site analysis for attendees.
This document provides technical specifications for a digital camera, listing its screen size as 7 inches with LCD display, camera lens size as 24-240mm which is rotatable, additional lens of 45mm, connectivity via USB and HDMI ports, and indicator lights for power, recording, and internet connection.
The document discusses how essential oils can be used to enhance emotions. It provides information on several oils in Young Living's Feelings Collection that target specific emotions like valor, harmony, forgiveness, and release. Examples are given of how to apply and benefit from the oils. Wholesale pricing and membership options are also summarized.
Copycamp 2016 - Tomáš Houska - Digitální komunikace ČOVH1.cz
Jsme lidi, ne? Tak proč jimi nejsme i na Facebooku? Jak komunikuje tradiční a zavedená organizace, jakou Český olympijský výbor bezesporu je, v 21. století? I prostřednictvím Facebooku. Před olympijskými hrami v Riu tak nakoukneme do olympijského zákulisí a ukážeme si příklady nejzajímavějších příspěvků na sociálních sítích z minulých olympiád. A dozvíte se i to, jaké to je pracovat s nejlepšími českými sportovci.
Copycamp 2016 - Janek Rubeš - Jak poslat taxikáře do polepšovnyH1.cz
Pražské taxíky jsou téma, kterému se věnoval snad každý novinář od roku 1990. Víceméně vždy bez úspěchu. Jak se mi podařilo dostat 5 pražských taxikářů a jednoho úředníka “za mříže”? A proč bych se do podobného projektu už nikdy nepustil. A havně, kdo mě za to platí.
Copycamp 2016 - Martin Brablec - Vzrušující nudný obsahH1.cz
Také jste snili o psaní pro luxusní restauraci, sportovní lovebrand nebo kultovní nakladatelství? A pak přišla první strojírenská firma, první e-shop s vrtačkami a první nesrozumitelný software.
Nuda? Ani náhodou. Stačí maličkost. Dívat se na obsah očima zákazníků. A pochopit, že pro ně často "ta divná věc" znamená celý svět.
Ukážu vám, jak se s nudným obsahem vypořádat, a přihodím 6 příkladů včetně odkrytých čísel. Na nich uvidíte, jak může na první pohled nudný obsah v nudném oboru uspět a vydělat peníze.
Keeping Children Safe in Education - September 2022.pptxSarahGale16
This document provides an overview of level 2 safeguarding training for 2022-23. It discusses the importance of safeguarding and keeping children safe, defines what safeguarding entails, and outlines staff responsibilities and what to look out for in terms of different types of abuse including physical, emotional, sexual, and neglect. It also discusses other safeguarding issues like the role of the designated safeguarding lead, working with other agencies, dealing with allegations against staff, and child on child abuse. The goal is to educate staff on creating a safe environment and contributing to improved outcomes for children through protection and promotion of their welfare.
The Healthy Mindsets for Super Kids program is a new 10-module program aimed at building resilience in children aged 9-14. Each module uses superhero themes to teach skills related to communication, social skills, anger management, and positive thinking. The program was developed in response to the need for universal prevention programs to build resilience in at-risk children. Two trials of the program showed promising results in improving participants' resilience skills.
The document discusses the current state of knowledge around early childhood care and development (ECCD) in emergency settings. It notes that while awareness of the importance of ECCD in emergencies has grown, significant gaps remain in understanding how to best support young children. It calls for more robust research that incorporates local contexts and uses mixed methodologies to evaluate interventions. Within 10 years, the document envisions ECCD being better integrated with other sectors and informed by an evidence base of promising practices developed through collaborative networks.
Signs of Safety SoS short introductionAlex Clapson
Social Workers & Foster Carers know that they will not always know all the answers. Sometimes even their best efforts will not produce the outcome they would have wanted. But just like the children & families they work with, we want them to know they are part of a team who will work together to help them ask the best questions rather than telling them what the answer is. We know that the solution lies within them & that if they ever make a mistake, we will all work together to learn from it and move forward to make things better.
This very short document contains a single word "3f" followed by the word "threefold". It suggests something that is composed of three parts or has three aspects. However, without more context it is difficult to determine what specifically is being referred to or described in three parts.
This document summarizes a webinar about improving landing page conversions. It identifies five common landing page conversion killers: 1) inconsistency between search terms and landing pages, 2) complicated forms, 3) lack of clear calls to action, 4) lack of credibility signals, and 5) failure to test page elements. For each issue, it provides examples and recommendations, such as keeping forms short, adding testimonials, and testing page elements like buttons and headlines. The webinar emphasizes testing elements to optimize conversions and using analytics to measure performance.
Franz Josef P. Munda is seeking a position as a radiologic technologist. He has a Bachelor's degree in Radiologic Technology from Emilio Aguinaldo College and is licensed by the Professional Regulatory Commission. He has over 2 years of experience working as a radiologic technologist at the Associated Marine Officers' and Seamens' Union of the Philippines - Seamen's Hospital. His duties include performing x-rays, CT scans, MRIs and other diagnostic radiology procedures.
The document describes the RIDGID micro CD-100 combustible gas leak detector. It can quickly identify the presence of combustible gases with a flexible 41 cm probe. It is designed to detect gases like methane, propane, and more. The micro CD-100 has adjustable sensitivity settings and Tri-Mode Detection that provides alerts through visual, audible or vibration signals. It is listed as catalog number 36163 and weighs 0.45 kg.
Este documento proporciona consejos de seguridad para el manejo de herramientas manuales. Describe los principales riesgos asociados con el uso de herramientas como cortes, golpes y proyección de partículas. A continuación, ofrece medidas preventivas generales como inspeccionar las herramientas antes de usarlas y usar protección ocular cuando sea necesario. Luego, proporciona consejos específicos para el uso seguro de diferentes tipos de herramientas como martillos, limas y destornilladores.
Los enlaces covalentes son las fuerzas que mantienen unidos los átomos no metálicos al compartir electrones para completar su capa exterior con 8 electrones. Pueden ser polares si hay diferencia de electronegatividad entre átomos o no polares si es igual. Existen varios tipos como el dativo donde un átomo aporta los dos electrones compartidos.
How to Take the Boring out of B2B Content - slides 04/29/14DemandWave
This document promotes an upcoming webinar from webmarketing123 on how to make B2B content less boring. The webinar will take place on April 29th at 1PM ET and will cover topics like creating shareable content, content distribution strategies, and measuring content ROI. The document provides examples of effective B2B content and outlines a framework for evaluating current content marketing efforts. It encourages attendees to sign up for the webinar or contact the company for a content analysis or free consultation.
The Savvy Marketer's Guide to Mobile SearchDemandWave
This document provides information about optimizing a website for mobile users. It discusses responsive design, optimizing content and calls-to-action for different devices, and the importance of cross-device tracking and attribution. It also covers changes to Google's search algorithms like Hummingbird and Pigeon, and the need to build a mobile advertising strategy to influence in-store conversions across devices. The webinar will include a live site analysis for attendees.
This document provides technical specifications for a digital camera, listing its screen size as 7 inches with LCD display, camera lens size as 24-240mm which is rotatable, additional lens of 45mm, connectivity via USB and HDMI ports, and indicator lights for power, recording, and internet connection.
The document discusses how essential oils can be used to enhance emotions. It provides information on several oils in Young Living's Feelings Collection that target specific emotions like valor, harmony, forgiveness, and release. Examples are given of how to apply and benefit from the oils. Wholesale pricing and membership options are also summarized.
Copycamp 2016 - Tomáš Houska - Digitální komunikace ČOVH1.cz
Jsme lidi, ne? Tak proč jimi nejsme i na Facebooku? Jak komunikuje tradiční a zavedená organizace, jakou Český olympijský výbor bezesporu je, v 21. století? I prostřednictvím Facebooku. Před olympijskými hrami v Riu tak nakoukneme do olympijského zákulisí a ukážeme si příklady nejzajímavějších příspěvků na sociálních sítích z minulých olympiád. A dozvíte se i to, jaké to je pracovat s nejlepšími českými sportovci.
Copycamp 2016 - Janek Rubeš - Jak poslat taxikáře do polepšovnyH1.cz
Pražské taxíky jsou téma, kterému se věnoval snad každý novinář od roku 1990. Víceméně vždy bez úspěchu. Jak se mi podařilo dostat 5 pražských taxikářů a jednoho úředníka “za mříže”? A proč bych se do podobného projektu už nikdy nepustil. A havně, kdo mě za to platí.
Copycamp 2016 - Martin Brablec - Vzrušující nudný obsahH1.cz
Také jste snili o psaní pro luxusní restauraci, sportovní lovebrand nebo kultovní nakladatelství? A pak přišla první strojírenská firma, první e-shop s vrtačkami a první nesrozumitelný software.
Nuda? Ani náhodou. Stačí maličkost. Dívat se na obsah očima zákazníků. A pochopit, že pro ně často "ta divná věc" znamená celý svět.
Ukážu vám, jak se s nudným obsahem vypořádat, a přihodím 6 příkladů včetně odkrytých čísel. Na nich uvidíte, jak může na první pohled nudný obsah v nudném oboru uspět a vydělat peníze.
Keeping Children Safe in Education - September 2022.pptxSarahGale16
This document provides an overview of level 2 safeguarding training for 2022-23. It discusses the importance of safeguarding and keeping children safe, defines what safeguarding entails, and outlines staff responsibilities and what to look out for in terms of different types of abuse including physical, emotional, sexual, and neglect. It also discusses other safeguarding issues like the role of the designated safeguarding lead, working with other agencies, dealing with allegations against staff, and child on child abuse. The goal is to educate staff on creating a safe environment and contributing to improved outcomes for children through protection and promotion of their welfare.
The Healthy Mindsets for Super Kids program is a new 10-module program aimed at building resilience in children aged 9-14. Each module uses superhero themes to teach skills related to communication, social skills, anger management, and positive thinking. The program was developed in response to the need for universal prevention programs to build resilience in at-risk children. Two trials of the program showed promising results in improving participants' resilience skills.
The document discusses the current state of knowledge around early childhood care and development (ECCD) in emergency settings. It notes that while awareness of the importance of ECCD in emergencies has grown, significant gaps remain in understanding how to best support young children. It calls for more robust research that incorporates local contexts and uses mixed methodologies to evaluate interventions. Within 10 years, the document envisions ECCD being better integrated with other sectors and informed by an evidence base of promising practices developed through collaborative networks.
Signs of Safety SoS short introductionAlex Clapson
Social Workers & Foster Carers know that they will not always know all the answers. Sometimes even their best efforts will not produce the outcome they would have wanted. But just like the children & families they work with, we want them to know they are part of a team who will work together to help them ask the best questions rather than telling them what the answer is. We know that the solution lies within them & that if they ever make a mistake, we will all work together to learn from it and move forward to make things better.
This document discusses principles and good practices for communicating with children in assessments. It notes that several conventions and guidelines mandate involving children, and that doing so protects children, leads to more successful plans, and helps services meet their needs. Good practices include preparing children, ensuring they understand the process, allowing their input to guide assessments, building trust over time, and providing feedback on outcomes. Assessors must also consider children's development, culture, and adverse experiences to get accurate responses.
Mirjam Kalland: Combating violence and sexual harassment by Safety Skills lea...THL
Mirjam Kalland, Professor in Early Childhood Education and Care, University of Helsinki, at Supporting Non-violent and Participatory Childhoods, EU side event, 26 Nov 2019, THL, Helsinki
The document discusses creating a positive learning environment for children. It emphasizes the importance of observation, planning, and adapting the physical environment, activities, and teaching approaches to meet the diverse needs of all children in an inclusive setting. High-quality early education is said to help children achieve better long-term outcomes by providing warm, responsive relationships and continuously challenging learning experiences both indoors and outdoors.
This document provides an agenda and content for a training workshop on Child Friendly Spaces (CFS) for humanitarian settings. The training covers fundamentals of establishing and running a quality CFS, including setting up a safe and secure environment, monitoring standards, planning psychosocial activities, and how to discuss conflict with children. It emphasizes child participation, inclusion, and engaging caregivers. Interactive sessions provide guidance on CFS aims, who attends, and fundamentals like protection, well-being and community support through play and activities. The training prepares facilitators to support children's recovery from crisis through a stimulating, participatory and inclusive environment.
Caps+HubHello - Safe Presentation for NSW DCJ - June 2023.pptxDavidSalajanHH
A presentation of Safe - the child protection and early intervention program found on HubHello.
Presentation given in person for the NSW Department of Communities and Justice.
Co-presented by Reegan Barber at CAPS and David Salajan at HubHello and Healthy Australia in June 2023.
Silverton Primary School is located in Noble Park North, Victoria, Australia. It has 373 students from diverse backgrounds. The school uses an open plan design with learning centers instead of traditional classrooms. It focuses on developing students' valuable learning habits like being thinkers, communicators, inquirers and risk-takers. The school emphasizes team teaching, student-centered learning, inquiry-based learning, and integrating ICT throughout the curriculum. Professional development for teachers is research-based and focused on innovative practices.
The Safety in Partnership Approach: Transformation Through Supervision WorkshopBASPCAN
This document discusses the Safety in Partnership approach, which is a systemic, solution-focused method for assessing risk and developing safety plans for children. It emphasizes building meaningful relationships between social workers and families to enhance safety. The presentation aims to provide understanding of Safety in Partnership and how its use in supervision can improve safeguarding of children by enabling transformative learning. Supervision is highlighted as an opportunity for reflective practice to strengthen relationships with families and critically analyze casework. An evaluation found the approach improved skills, planning, and focus through training and supervision.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on ethical research involving children.
This document outlines the aims and objectives of six sessions on supporting children's play. It provides information on key topics like the physical play environment, socialization, the EYFS framework, philosophical approaches to play, children's development, and enabling play environments. Practitioners are given tasks to identify important elements of play spaces, create activity plans, research philosophical approaches, and design classroom displays highlighting how environments can support development through play. The overall document provides guidance to early childhood educators on developing high-quality play environments and experiences for children.
Keeping an eye on the child: Key Capabilities and students as leaders in mult...Iriss
The document discusses the role of social work students as leaders in multidisciplinary contexts. It notes that students can exercise leadership by bringing new ideas and evidence to practice settings, and by following the Key Capabilities approach of maintaining focus on the needs of children across disciplines and agencies. Students can model this user-centered approach. The document also provides examples of how students have evidenced the Key Capabilities, such as by considering the needs of children in various practice settings outside of child welfare.
An enabling environment is one that meets individual needs, fosters independent learning, and provides opportunities both indoors and outdoors for holistic development. Creating such an environment requires considering the physical space, emotional support, relationships between children and adults, and adaptations to teaching to meet diverse needs through differentiation. Measuring quality requires assessing elements like interactions, resources, and inclusive practices to ensure all children's needs and abilities are addressed.
A School Role_ Mechanism in Shaping the Heart and Mind of the Learners_RBC....RizaCatli2
The document discusses the important role that schools play in shaping students' character and moral development. It argues that schools should include moral values and character development classes in their curriculum. Both teachers and parents influence students greatly, so teachers should provide moral lessons and guidance to help promote students' positive development. Effective approaches to character education include positive discipline, which teaches life skills while building mutual respect between students and teachers. Schools should create a warm, safe environment where students feel respected and supported in their learning.
This report on policy mapping study on Safe Schools policy practices analyses the Safe School perspective in South Asia and safe schools programme in Nepal since last few decades and suggest the gaps and needs towards fulfilling the comprehensive school safety framework.
This document discusses resilience and promoting emotional and social competence in children. It provides definitions of key concepts like resilience, protective factors, and emotional literacy. It also outlines a whole-school approach to developing these competencies in children through early childhood education, effective school policies, and multi-professional collaboration between schools and other organizations.
Similar to Strong 6 – Building a community of change (20)
“Australia’s National Research Organisation for Women’s Safety: Preliminary f...FRSA Communications
This document summarizes some of the key findings from research projects conducted by Australia's National Research Organisation for Women's Safety (ANROWS) between 2014-2016. It discusses research related to 4 strategic research themes: 1) experience and impacts of violence against women, 2) service responses and interventions, 3) systems, and 4) gender inequality and primary prevention. Across these themes, the research found that violence disproportionately impacts women, rural women face additional barriers to support, and effective responses require multi-sectoral collaboration and addressing underlying gender inequality.
Closing the Gap – The delivery of Family Dispute Resolution to Aboriginal and...FRSA Communications
This document provides an overview of family dispute resolution (FDR) services and their delivery to Aboriginal and Torres Strait Islander (ATSI) people in Australia. It discusses how FDR was introduced to help separating parents resolve disputes outside of court, which can be costly and prolong conflict. However, it notes that ATSI people face barriers to accessing these important services. The document examines ways to improve access and delivery of culturally appropriate FDR to ATSI communities.
Communities for Children evidence-based program requirement – where to from h...FRSA Communications
This document summarizes the requirements for evidence-based programs in the Communities for Children program. It outlines that from July 2015, 30% of funding must go to programs identified by an expert panel as having evidence of effectiveness, increasing to 50% in July 2017. It describes the criteria for programs to be included in the "Guidebook" of approved evidence-based programs or assessed as "other" programs. It provides examples of recently added programs and gives guidance on assessing program adaptations and deliveries in different locations. It emphasizes building the evidence base over the next two years and offers help to organizations through an inquiry helpdesk.
Identifying and responding effectively to suspected cases of forced marriageFRSA Communications
Forced marriage is when a person enters marriage without freely consenting due to coercion, threats or deception. It violates human rights. The Australian government criminalized forcing someone into marriage in 2013 and provides support services for victims. Key indicators of potential forced marriage include sudden engagements, isolation from family and friends, and family disputes involving abuse. Victims can get assistance through support programs providing housing, counseling and legal aid or by contacting police or specialized NGOs. Referral agencies follow principles like prioritizing safety, consent and confidentiality.
The document summarizes key findings from the "Dropping off the Edge 2015" report on location-based disadvantage in Australia. It discusses how disadvantage is concentrated in specific communities and impacts families through issues like unemployment, domestic violence and low education. It also highlights the importance of social cohesion in building community resilience and dampening the effects of disadvantage. The organizations advocate for a long-term, place-based approach involving communities to address entrenched disadvantage in the most vulnerable locations.
School Counselling: Collaboratively Responding to adolescent fallout from co...FRSA Communications
This document discusses challenges facing adolescents and families today, including financial stress, family breakdown, substance use, and decreased time spent with children. It notes that family and school connectedness can help address issues like mental health problems and disengagement. Barriers to help seeking include stigma, confidentiality concerns, and a preference to solve problems independently. The document advocates for increased collaboration between family services and schools to engage vulnerable youth and families, promote help seeking, and improve outcomes through early intervention.
Family Matters: Addressing the over-representation of Aboriginal and Torres S...FRSA Communications
Family Matters aims to eliminate the over-representation of Aboriginal and Torres Strait Islander children in out-of-home care within a generation. Their vision is for Indigenous children to grow up safely in their homes, receive a good education, and be healthy and proud of their culture. Currently Indigenous children are over 9 times more likely than non-Indigenous children to be placed in out-of-home care, despite making up only 5.5% of the population. Family Matters advocates for strengths-based early intervention programs led by Indigenous communities to support families early and heal issues impacting family functioning.
Alcohol's role in family violence and opportunities for changeFRSA Communications
This document discusses the harms caused by alcohol consumption, particularly in relation to domestic violence and child abuse. It summarizes data showing that alcohol is a significant contributing factor in many domestic violence incidents and child maltreatment cases. Interviews with victims illustrate how alcohol often exacerbates abusive behaviors. The document argues for a national framework to address alcohol's role in family violence through primary, secondary and tertiary prevention strategies. These include regulating alcohol availability, price and marketing, as well as improving support services for at-risk families and victims of violence. The goal is to reduce alcohol-related harms and create a safer environment where all people can live free of violence.
Building Community Resilience to Violent Extremism – Government approaches”FRSA Communications
1) Australia has adopted a whole-of-government approach to countering violent extremism (CVE) through programs aimed at challenging terrorist propaganda, intervening in the radicalization process, and empowering communities.
2) Key aspects of Australia's CVE efforts include monitoring approximately 400 high-priority counter-terrorism investigations; challenging terrorist propaganda online and limiting access to extremist materials; and operating intervention programs in each state and territory to address the drivers of radicalization.
3) Empowering communities is seen as the best way to build resilience to radicalization through resources like the Living Safe Together website that provide information on radicalization and where to seek help.
Can Do Conversations….. Maximising parental alliance when working with childrenFRSA Communications
The document discusses strategies for maximizing parental alliance when working with children. It recommends using a child inclusive practice that respects children's rights to know and be cared for by both parents. The therapeutic alliance is important for establishing safety and meeting basic needs so new neural patterns can form. Developing empathy through motivational interviewing can help resolve ambivalence and support self-efficacy. Separating parents are advised to prioritize their own well-being first before helping their children so they have the capacity to protect their children from harm. The overall goal is to achieve good outcomes for families through an approach that establishes safety and meets basic needs.
Children's exposure to domestic and family violence: an overview of impact, r...FRSA Communications
This document discusses children's exposure to domestic and family violence in Australia. It finds that over 1 in 4 women experience violence from an intimate partner, with children often witnessing this violence. Exposure to violence can negatively impact children's learning, behavior, wellbeing and development. Responses aim to be holistic and trauma-informed, though services are in high demand. The document argues that primary prevention through school-based programs promoting gender equality and respectful relationships is important alongside efforts to support children already exposed to violence.
Gender and violence attitudes: emerging themes from client interviews after a...FRSA Communications
This document summarizes a study that evaluated a Men's Behavior Change Program through surveys and interviews. It found that while men reported improved self-esteem and motivation to change, their attitudes towards gender did not significantly shift. Some men expressed genuine changes in perspective and behavior, able to empathize with victims, while others contradicted this or blamed partners. The program is recommended to directly address attitudes towards gender and violence through interventions to help shift these deeply entrenched views.
Helping Couples and Families – Suggestions for Adapting Relationship Services...FRSA Communications
This document discusses ways to increase the reach and effectiveness of relationship services. It begins by outlining commonly offered relationship services and reviewing evidence on the efficacy and effectiveness of relationship education and therapy. A key finding is that while relationship interventions are generally efficacious, their effectiveness in real-world settings is lower. Several factors are proposed to explain this efficacy-effectiveness gap, including differences in client characteristics, assessment, treatment quality, and organizational factors between research and practice settings. The document concludes by describing several innovations designed to close this gap, such as offering flexible delivery relationship education and therapy online, implementing progress monitoring, and providing a tiered system of interventions matched to client risk and relationship functioning.
I like, like you: A healthy intimate relationships program for schoolsFRSA Communications
This document outlines a healthy intimate relationships program with the following key points:
1. The program aims to provide preventative education to young people on maintaining emotional health and building healthy relationships through knowledge of relationship skills and self-reflection.
2. It utilizes a staged-based model including primary prevention programs in schools and early intervention programs for individuals and families, and aligns with clinical practice across service provision.
3. The curriculum focuses on promoting equitable and respectful relationships through practical relationship skills, considering influences on relationships, and integrating lessons into daily life.
Mission Australia conducted a pilot study to measure client wellbeing outcomes in two of its programs. The study found that clients in the PHaMs program, which provides intensive wrap-around support, experienced significant improvements in personal wellbeing, life satisfaction, and reduced poor outcomes over time. In contrast, clients in the Job Services Australia program, which has a narrower focus on employment, did not see similar improvements. Key lessons included developing a sound framework, gaining management support, using repeat measures to track progress, and reflecting on results to inform practice improvements.
This document discusses family violence prevention strategies. It begins by outlining the national policy context in Australia and the role of Family and Relationship Services (FaRS) in strengthening family relationships and preventing violence. It then discusses the evidence base for family violence prevention, including the ecological model and risk/protective factors across the lifespan. Two family violence prevention projects conducted by FaRS organizations are described: 1) Just Families, which targets the transition to parenthood using a multi-risk prevention approach, and 2) an Indian Australian family violence project. The document emphasizes the importance of evaluation in advancing the evidence base for effective family violence prevention programs.
The key to good family law decision making and outcomes - Information sharing...FRSA Communications
The document discusses improving coordination between the family law, child protection, and community sectors when dealing with complex family cases involving issues like family violence, substance abuse, and mental health. It analyzes these sectors through the lens of a case study about a family ("Family X") experiencing these issues.
The sectors make different assumptions and have different focuses - the community sector provides support services, child protection investigates risk of harm, and the family court makes decisions based on evidence. This can lead to a lack of information sharing and understanding between the sectors. The document proposes improvements like better safety assessments, case management protocols, cross-sector training, and clearer guidelines for expert reports to help the systems work together more effectively for children and families
Two Cultures - One relationship: how does your culture impact your relationship?FRSA Communications
This document describes a program developed by two organizations to support cross-cultural couples. They conducted a survey that found issues with extended family, different values, and feeling like an outsider were common problems for these couples. They held workshops to increase couples' awareness of how culture can impact relationships and help them build skills to overcome challenges. A survey found the workshops successfully increased participants' knowledge and confidence in discussing cultural differences with their partners. The program aimed to provide early intervention for cross-cultural couples experiencing issues related to cultural differences.
Digital technology and social networking provide opportunities to place parenting information directly into the hands of parents. Multiple factors shape both parenting and children's outcomes, including personal history, family relationships, socioeconomic status, and early childhood experiences. The Raising Children Network website receives over 10 million visits annually from parents seeking mobile-optimized information on topics like child development, parenting tips, and special needs. It collaborates with experts, organizations, and communities to develop evidence-based resources designed to meet the growing demand for accessible parenting information.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
About Potato, The scientific name of the plant is Solanum tuberosum (L).Christina Parmionova
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
1. Strong 6 Project
Building a Community of Care
& Safety for Children
Acknowledgements:
Centacare North Queensland
Smith Family and Communities for Children Townsville West
Heatley, Vincent, Garbutt, Aitkenvale, Currajong and Tsv West schools
Kirsty Taifalos – our Project worker
2. Conceptual Framework
It Takes a Village
The Philosophical Stance
A child does not exist as a singular and
isolated being. They are at the centre
of our community. Our children
deserve to be safe and
nurtured to reach their
full potential
3. Conceptual Framework – it takes
a village cont..
Protective Behaviours – the Foundation of Strong 6
Protective Behaviours, a safety awareness program for children, aimed at building self-esteem,
personal boundaries, problem-solving and assertiveness in children.
Key messages:
“We all have the right to feel safe all of the time”
“Nothing is so awful that we can’t talk about it with someone”
Strong 6 teaches this to children, and educates teachers and parents about the key messages so the
learnings can be reinforced and supported into the future.
Benefits of Protective Behaviours education:
the development of a safety network of trusted adults to talk to is identified
increased communication skills and capacity to talk about personal safety and boundaries
an understanding of healthy, respectful relationships
Increased safety = reduced vulnerability
Albanway.org.uk
4. The Sobering Reality
The Strong 6 Project aims to reach children at the earliest point possible. It
seeks to create continuity between schools and homes, by educating parents
and teachers around the same concepts. Strong 6 also offers evidence
based parenting programs a part of the project to further increase the
capacity of parents to act protectively.
Between 2009 and 2014, substantiated notifications of child protection concerns rose by a 30%.
Of these children, 42% were from areas of the lowest socioeconomic status. Girls were more
likely that boys to experience sexual harm, and boys were more likely than girls to experience
physical harm (AIHW, 2015).
Dependent on the descriptor of abuse; up to 62 % of women and 19% of men have
experienced some form of childhood sexual abuse on at least one occasion (Sanderson, 2004)
Children who have been sexually abused are more vulnerable to further sexual abuse or
exploitation. (Forde Inquiry. 1999)
Research suggests that perpetrators of sexual abuse are less likely to choose victims
who demonstrate knowledge of self protection skills.
(Daro, 1991 cited in O’Connor, 1991)
Children taught PB strategies are more likely to identify safety risks in general and subsequent
strategies to use (Johnson, 1985)
Familiesfeelingsafe.co.uk
5. Strong 6 – The Theoretical and
Evidence Foundations
Developmental and Social Learning Theories to
develop education sessions for children and adults
(Bandura, 1977, Erikson, Piaget)
Neuroscientific approaches to understanding
physiological and behavioural responses to fear /
early warning signs around safety
(Perry et. al)
Research and inclusion of Best Practice
approaches to safety within families
(Fletcher, 2009)
6. Why Townsville, Why
Communities for Children?
Funding through local Communities for Children
Facilitating Partner (Smith Family)
Target group is 6 schools in the Townsville West
Region. Identified as ‘Developmentally
Vulnerable (AEDI 2012)
A discrete target community, with a 2 year
intervention, working with children aged 4-6 and
their family
Collaboration through CfC gateway to school
engagement and support
7. Strong 6, How We Roll (it out)
Strong 6 Program Roll Out in each school we are linked in with
has 3 phases, Teacher Education, Parent Education and Child
Education. These are focused on Protective Behaviours,
delivered in a group setting. Based on best practices outlined by
Sanderson (2004) they are highly interactive and clear,
standardised language is used across each group as are the
resources provided
Teacher Education Session
Teachers of target classes attend on-site education
session (2 hrs) that covers information about
protective behaviours and practical strategies and
exercises they can implement with students
Built in sustainability through supporting teachers to
make this part of everyday class room environment
8. Strong 6, How We Roll (it out)
Parent Education Session:
Key messages of Protective Behaviours
Take home resources including practical strategies they can
implement at home
Message of PB that it also applies to parents – their own ‘early
warning signs’ around safety, and who is part of their own safety
network
Along with the Parent Information Session, additional programs such as
123 Magic, Circle of Security and Engaging Adolescents are offered to
further reinforce key messages of safety as well as further develop
parenting strategies for parents. Empowered, informed parents are best
placed to meet their child’s developmental and safety needs.
9. Strong 6, How We Roll (it out)
Children participate in the Safety Circus
(Child’s Education Session)
Why a Circus? Because…..Clowns are involved
PB is effective when interactive and child friendly approaches, are used
(Briggs,1988). With this in mind, Centacare North Queensland has
developed a ‘Safety Circus’, designed to be engaging, interactive and
thought provoking for children.
Follow up session to revisit key themes and create ‘Safety Network’
14. Wisdom – What’s good to
knowHollywood was right about working with Children and
Pets Parents:
- Its not a circus, it’s a tool for teaching children the
importance of feeling safe
- Parents must understand the importance and intention
of Strong 6 so that language and supports for the Child are
sustained and they are equipped to deal with potential
questions from their child
Having a highly motivated school principal is invaluable
- Teachers need the support of the Principal and vice
versa to accommodate another demand on their
schedule
- Teachers being on board with understanding
and implementing key themes & strategies
- Use existing relationships, they are often a
‘foot in the door’ that expedites the process
15. Wisdom – What’s good to know
(Part 2)
Contract negotiations for a Circus Troupe will never appear in a Job
Description
Creativity and innovation are a must in the current service and funding
landscape, embrace it !
No one remembers Maths class last Wednesday….but a circus with a
giant fluffy dog and clowns…….
Information is retained when presented to children in a dynamic and FUN
way
and reinforced over time (Briggs, 1988, Sanderson, 2004)
Risk management – the Circus Troupe, if not existing Staff, need to
undergo safety checks!
Specialised Training for the Clowns – really!
Upskilling Presenters to deal appropriately with
potential disclosures
16. Where are we up to now?
We are 3 months in:
We have established links with all
schools
Developed the program fully and
several associated resources
One school is ready for the rollout of
all 3 phases
17. A View to the Future
Evaluation & Review:
Use of DEX for data entry
Score adaption
Feedback sought from all stakeholders to inform the
development of Strong 6 over time
Case Studies will be written to ‘tell the story’ behind the
data
Anecdotal feedback will have significance in the
Evaluation
Strong 6 – A complete package
Strong 6 will be developed into a complete ‘Kit’ that can
be used by other services/communities
Good afternoon, welcome to you all and thank you for your interest. I have spent the past day reflecting on our MC Jane Caro’s invitation to partake of some poetry or interpretive dance and its fair to say that we should all be grateful I have chosen to refrain from interpretive dance on this fine afternoon. In the interests of preserving your collective sanity I have also chosen to reject the temptation to redevelop this presentation into a series of clever limericks. Instead, to stave off the afternoon slump I will talk to you about a circus and an exciting new Project that Centacare North Queensland has launched. I shall save the interpretive dance, my personal favourite, for another time.
The Strong 6 Project is an innovative, evidence based approach to working with a community to make it a safer place for families and children. The Project, funded through the Townsville West Communities for Children Program works with 6 schools in a particular target area (Hence ‘Strong 6’) is predicated on several assumptions and an ethos that speaks to the individual and organisational values of those associated with the project. Quite simply, Strong 6 Project is a whole of community approach to educate and upskill families to increase communication skills and safety. It is underpinned by the belief that a child does not exist as a singular and isolated being. Children are our most vulnerable members of the community and most in need of our care, unconditional regard and protection to reach their full potential.
This cannot happen without participation from those who are within the Child’s immediate environment. For children aged 4-6, their world is largely made up of immediate family, teachers and perhaps a small social circle of other children and parents. These people are the target audience of the Project.
Strong 6 unapologetically targets this small world and aims to upskill all in it, including the child to maximise the chances of the child being safe, able to articulate concern and use a language to do so that those around them understand.
The challenge for those in the child’s world is that discussions around ‘personal safety’ and protecting children, automatically draw a link to the very real fear parents have that there exists in the world a possibility, however remote, that their child is vulnerable. Our role, as professionals, parents, teachers and citizens is to reduce this vulnerability through educating children and giving them the language and confidence to speak out when they are feeling unsafe
The foundation of Strong 6 Project is the development of Protective Behaviours in children, to equip them to understand what is safe and unsafe, and how they can use their support network to tell someone if they don’t feel safe. We want to support children to identify and act upon concerns at the earliest possible point to reduce the risk of harm. The challenge that comes with supporting this in children is that we must ensure their immediate environment, and people within it are also equipped to ‘HEAR’ and understand the experience of the child so they can respond appropriately.
The Key messages of Strong 6 are:
“We all have the right to feel safe all of the time”
“Nothing is so awful that we can’t talk about it with someone”
Evidence tells us that this early identification of safety concerns and subsequent behaviours to increase safety are the most powerful measure we have to keep children safe. Because early intervention is good, but prevention is even better.
As you can see, the benefits to the child and the family are immense. But lets challenge ourselves to think further into the future, if in a 2 year period we reduce the vulnerability of say even 300 children, and maybe 100 adults, what does this mean 10 or even 15 years from now? Those 300 children who understand and can use skills and language to keep them safe may teach this to their children, possibly those 300 children will produce 500 children who will undoubtedly benefit from their parent’s capacity to identify and respond effectively to feeling unsafe……….and that’s why we do this work
The Strong 6 Project aims to reach children at the earliest possible point. It seeks to create continuity and synergy between schools and homes, those areas that make up the child’s world through education, problem-solving skills and practical examples to promote confidence in children AND adults that they are able to identify, discuss and respond confidently to potentially unsafe situations. Let me repeat – confidence in children AND adults…this is not a program that upskills children so they carry the sole responsibility of their safety – we must equip their parents and carers as well.
Although this may seem pedestrian, the reality is that we STILL have children and families in every community who encounter barriers such as fear, discomfort and quite simply a lack of knowledge about how to ‘hear’ and respond to a child who discloses risk or an experience of abuse that we continue to lose opportunities to keep children safe.
Harm of any kind, including self-harm is a discussion that doesn’t happen easily – it requires the cultivation of an environment where the child or person feels their story, and themselves, will be safe accepted and protected. Further, that the person they tell will understand and believe their words and experience.
While “Stranger Danger” has historically been taught as the program of choice in Australia, Protective Behaviours recognises that perpertrators of harm may not necessarily be strangers, and instead offers a comprehensive range of themes and concepts that can help children to identify for themselves if they are feeling unsafe (as well as options for follow up action). Johnson (1985) found that children who were taught PB strategies were more able to identify safety risks, and more able to identify practical strategies that they could use in comparison with children who had not been educated in PB. The Strong 6 project aims to reach children at the earliest point possible to begin to introduce PB education around the themes and core concepts as a preventative measure.
Strong 6 Project is an opportunity for education and skills building for children and those around them to have a common language around safety.
Lastly, the project offers evidenced based parenting programs such as 123 magic and Circle of Security as an added early intervention measure, to further increase the capacity of parents to act and parent protectively.
All programs at Centacare North Queensland have a fully articulated Theoretical foundation and evidence base that speaks to WHY we have the particular intervention, WHAT it is we actually deliver and HOW we go about providing a particular service to an individual, group or family. This framework provides for a robust and cohesive approach to all services and programs delivered by the organisation. The Strong 6 Project is no exception.
The development of the Service Model, writing of the material included in the Model, the planning of services and subsequent delivery reflects a commitment to this approach.
The decision to focus on Child safety and well-being speaks directly to the Department of Social Services Outcome Domains of increased family functioning, improved safety, and increased participation.
The choice Of Protective Behaviours delivered across the spectrum of the child’s world (to the child themselves, their family and their school) speaks to a holistic approach that incorporates the Developmental and Learning needs of each group and the value of learning that can occur in a group setting. This particular learning approach was favoured because it enables the individual to hear and test information they have taken in. This interaction in a group setting assists consolidation of knowledge through peer interaction and supports critical analysis and assimilation of new learnings
Along with Strong 6 fostering a shared and cohesive understanding around keeping children safe, it also allows opportunity for children and parents to better understand how humans identify, respond to and manage a range of experiences and emotions. For example how the body reacts to feeling unsafe and why this is something important for children and adults to pay attention to – it is often the first indicator of a potentially unsafe situation. Research suggests that competency in being able to do this early on is a crucial preventative measure that significantly reduces vulnerability
Centacare Townsville applied for funding for a period of 2 years through the Townsville West Communities for Children Program in early 2015. We were successful in securing this funding and began in July to consolidate the development of the Project in preparation for implementation in the 4th term of the Queensland school year. The process of securing the funding involved consultation with 6 target schools in the Townsville West region (The Vincent, Garbutt, Heatley, Aitkenvale, Townsville West and Currajong State Schools) and gaining their support for the program. They were and ARE key stakeholders in the success of Strong 6 Project.
We also consulted extensively with program Staff within Centacare NQ. Although perhaps common practice in organisations, I believe its important to acknowledge the process of involving staff in new initiatives and ideas. We invest heavily in the professional and skills development of Staff and rely on their expertise to deliver quality services to the community – they are an incredibly important resource in the realisation of new initiatives.
The Strong 6 Project is the culmination of many discussions and iterations of ideas, and collegial interaction. It is truly a collaborative effort, I am presenting today as a representative of that collaboration only…and possibly because it is the universe’s way of demonstrating irony; The Strong 6 Project has a circus theme as you will soon hear about and I have a strong and unfortunate personal aversion to clowns.
Key to the Strong 6 Project’s robustness as a model of intervention is ensuring all involved with the child are ‘on the same page’ sustainability of these skills is built into the program through up-skilling teachers and encouraging them in incorporate the key messages and learnings into their everyday classroom activities and functioning. Teachers have a pivotal role in supporting the ongoing relevance of Personal safety by referencing this as part of daily interactions with children and using the same language with children and parents around safety and boundaries. Along with an information session, teachers are provided with resources and the opportunity for ongoing contact with the Project Worker to assist in the consolidation of all new learnings, and subsequent implementation into the classroom environment
The one off two hour session that they complete is based on practical activities that they will complete in session, which can then be used to teach children about protective behaviours. We also provide a Take Home Resources book full of practical activities.
We actually ask teachers to experience the activities for themselves so they are practiced at how this can be used with children, an example of which includes having the teacher create their own safety network map, identify their own early warning signs, and identify their rights as individuals and the matching responsibilities.
As part of a wrap-around approach, we also conduct a parent information session. This closes the loop so to speak, it means all people in the child’s immediate environment have the same information, skills and language around safety.
Like the Teachers session, we encourage parents to reflect on safety in relation to their own personal safety as well as that of their children. As part of consolidating the key messages of the session, we ask parents to participate in activities that they will later use with their children such as identifying who is part of their own safety network and what early warning signs they have that tells them something is potentially unsafe. Parents and Carers are also provided with a resource and activity book that they can use with their children.
Centacare NQ also offers parents who participate in the Strong 6 program the opportunity to be part of one of our evidence based parenting groups such as 123 Magic and Circle of Security at no cost.
The follow on from ensuring we have teachers and parents on board with personal safety and protective behaviours is to then focus on the children. Research tells us children learn best when highly interactive ‘child friendly’ approaches are adopted. In layman’s terms, education around personal safety needs to feel ‘safe’ for children and the best way to achieve this is through bright, interesting, interactive, fun approaches
Hence the ‘Safety Circus’ concept. The use of highly energetic, brightly costumed clowns and other ‘Circus Folk’ has a HIGH level of engagement by children. Whilst my personal response to clowns involves hearing the theme song of JAWS in my head, children experience quite the opposite!
Centacare NQ has utilised the ‘Children’s Safety Circus’ in schools for several years with incredible success, Children identify readily with the characters and the themes and experiences of the characters, with the only concern noted being when the Circus characters must leave the school grounds.
As part of ensuring the integration of these new skills, and key themes of the Circus, a follow up session is conducted a few weeks later. Our experience with the circus as a stand-alone activity is that the retention of knowledge and themes is high among students at the follow up visit.
At this visit, we also hand out child-friendly resources that reflect some of the ideas in the Circus, for example a whistle that they could have whilst travelling to school alone, a shoelace they could write a phone number on or other visible reminder of the themes The session is also used to encourage children to develop their own ‘Safety network’ which they can share with parents. Through Strong 6 Project we hope to measure this impact in a more formalised and rigorous way.
The Strong 6 Service Model what it looks like for each school we work with.
Here we have an action shot of the circus – holding the undivided attention of a group of little people
Some people drive to their office, some go by train….some fly to a tropical island to deliver protective behaviours. I had to include this shot because it represents so much. It takes a lot of creativity and imagination to ensure services respond to the needs of communities. …including taking a ‘circus’ to an island
Again with the clowns… the planes destination was Palm Island which was one of the first locations that we delivered just the Circus aspect.
I have charitably referred here to ‘Wisdom’ and what’s good to know. Because it’s a more optimistic and articulate was of expressing what we have learned through controlled trial and error.
The frame of Strong 6 – delivering protective behaviour training is rock solid, we’re very experienced at this and confident our ability to get this right with children and families. However extending this to part of an overall intervention in a discreet cohort with the intention of ‘measuring impact’ is not dissimilar to taking a beachside stroll in preparation for a marathon. There are the extraneous bits that are not always easy to anticipate
The notion of using a circus or interactive ‘play’ to communicate messages of safety to children in a positive way as we’ve said is paramount to the success of the program. Ensuring parents understand the fundamental intention and importance of the circus is critical – this isn’t just a play that on at school one day – its an opportunity for their children to be given vital personal safety strategies. The Parents role after this is to reinforce and ENACT these learnings
Know the Principal and ensure they are engaged with the program – they are a key stakeholder in the process, you need their support to both be on-site and to engage teachers and make this a priority for the school and families.
Teachers need to be encouraged and ‘buy in’ to the commitment to protective behaviours and personal safety – because they are the PERPETUATORS of the common language and providing one forum for children to be able to speak up if they are unsafe…and children only have a limited ‘world’
We have had greatest progress with schools where we already have connections. Never underestimate the benefits that this social capital can bring. Strong community relationships are vital
Please don’t misunderstand, connecting with schools is hard work, but rewarding and certainly there are sometimes reciprocated enthusiasm – certainly we have already heard the anticipated benefits to families and requests for ongoing support after the rollout. Very heartening
Through the contribution of countless people, the Strong 6 Project has become a reality. It truly is a creative way to create a difference in a community in a positive, cost effective and meaningful way. Creativity and innovation are now a necessity and fundamental when it comes to service delivery so we must embrace it. The old wisdom about doing the same thing over and over and expecting different results remains a truism.
Dynamic approaches such as a ‘circus theme’ create lasting impressions that children do remember. Anecdotal feedback provided us with a number of examples where children have enacted the learnings from the circus hours, days and weeks afterward. The other side of this is that it also provides a safer environment for children to disclose…which brings me to the next point. We have had to implement training for our circus troupe around managing disclosures if they occur during the circus presentation. We have a duty of care both to the children and performers to ensure they are equipped to safely and respectfully support a child who discloses a safety concern. Along with training for the Troupe, we have an experienced Staff member in attendance at all sessions to act as a support for such situations.
We also ensure that all people associated with the Strong 6 project have undergone appropriate checks and hold Blue Cards. For me, this represents an integrity of commitment to safety – we need to ensure ALL aspects of the Strong 6 Project are supported by safety measures.
Kirsty?
We are courageous optimists and heroic enthusiasts. The Strong 6 Project is underway, albeit in the early implementation stages. One might say the big stripey tent is up and quite literally the Circus Folk are ready.
We are around 4 months into the process with linkages to all schools firmly in place and 1 school ready for roll out of the complete 3 phases
SCHOOLS have identified the need for there to be continuing education from service providers – one off interventions that are not reinforced are still worth the while but don’t plant a solid foundation or follow up of what is being taught
The Strong 6 Project, although grounded in a solid theoretical and research base, will undergo review and evaluation as part of best practice development.
Under the Communities for Children Townsville West program, data will be entered onto the DSS Data Exchange.
Developing evaluation and feedback tools, and use of SCORE is not without challenge. I shall pause here for a moment and draw a bracing breath.
We are presently in the developmental phase of adapting the SCORE tool – Strong 6 provides us with a unique challenge (I’m being kind) in relation to the complexity and diversity of our particular client group – we need feedback from parents, children and professionals. Whilst not necessarily a criticism of SCORE itself, more so a reflection of the complexity of what we are trying to achieve.
The adaptation of the tool to our needs is somewhat akin to jumping out of an aeroplane…with a substandard parachute……in a cyclone…….wearing roller skates. In other words its been an interesting journey so far and we are hoping for safe landing some time soon. All of this data is precious – it informs what we do, as well as the difference we are making.
Our intention into the future is to have the DSS expert Panel Review this training package. We also intend to offer this as a complete Kit for other services and organisations to use
Thank you all so very much for your time. I have Kirsty, the Strong 6 Project Worker with me so please feel free to ask questions.