DIOCESAN STUDENT PROTECTION INSERVICE January 2013 onwards

1. DIOCESAN STUDENT PROTECTION INSERVICE January 2013 onwards

2. For many young people , the school is the one stable human entity that can provide hope for the future and a secure and meaningful community. Sue Doran

3. Rockhampton DCEO acknowledges the great work in this area already carried out by its staff. The following in service package meets government legislation requirements and will enable staff to be better informed in this area.

4. This power point provides information relating to the identification of child abuse. Child abuse is a sensitive topic and may raise issues for some people. Please be aware of your own sensitivities. You may need to have a break during the sessionor seek additional support.

5. SECTION 1IntroductionWhy Student Protection?

6. Why Student Protection? • LEGISLATION • Child Protection Act 1999 (QLD) • Commission for Children and Young People and Child Guardian Act 2000 (QLD) • The Education (Accreditation of Non-State Schools) Regulation, 2001 • Education (QCT) Act 2005 • Education (General Provisions) Act 2006 and Regulation 2006(QLD) • The Education and Training Amendment Act 2011 • The Education Legislation Amendment Act 2012

7. Why Student Protection? • Catholic Education, Diocese of Rockhampton is committed to the implementation of student protection strategies and procedures that are intended to prevent harm to students, and to respond quickly and effectively when they suspect or are informed of any type of harm to a student caused by any person.

10. SECTION 2Towards Healing/Historical Matters

11. Towards Healing • Towards Healingis a document and process of the Catholic Church which is the Church’s response to dealing with allegations of abuse; it was first instituted in 1996 and revised in 2002 and 2003. • Towards Healing offers a pastoral response and listens to and documents the complaint. Official complaints can then be registered and responded to in accordance with the Towards Healing process. • Towards Healing deals mainly with historical abuse cases but also with any cases involving current clergy or religious.Criminal investigations are managed by the police. • Rockhampton DCEO will hand matters over to the appropriate authorities and/or conduct its own investigations of employees using their defined policies and procedures for all staff.

12. If schools / colleges receive phone calls regarding allegations of abuse from the past, they should alwaysrespond pastorally. If possible obtain contact details of the person involved and let them know someone will contact them who can help and advise. Pass on the information to the AD:Schools and /or Student Protection Co-ordinator immediately.

13. SECTION 3Definitions & Indicators

14. Harm to students can take many forms and may be caused by the actions of: • a fellow student; • A volunteer whose presence in the school has been authorised; • someone at a distance from the immediate school community such as parent/caregiver, relative, neighbour friend of family or stranger; • the student himself or herself. • a member of the school staff (or other staff member of DCE), religious, priest, or lay person, whether teacher, ancillary staff or connected to the school in some administrative or pastoral capacity.

15. Physical Abuse Physical abuse is commonly characterised by physical injury resulting from practices such as punching, beating, shaking, biting, burning or otherwise harming a child.

17. Emotional Abuse Emotional abuse tends to be a chronic behavioural pattern directed at the child/young person whereby their self esteem and social competence is undermined or eroded over time. A child/young person can also experience emotional abuse by being exposed to a dysfunctional environment which includes domestic violence.

19. Neglect Neglect is characterised by the failure to provide for the child/young person’s basic needs. This can occur through direct and deliberate action or by omission or deliberate inaction to care for the child/young person.

21. New Legislation • Legislation was passed by the Queensland Parliament in late 2011 to improve the protection of Queensland students. The initial change commenced at the start of Term 3 2012.

22. New Legislation • The new law requires all Queensland school staff to report concerns that a student had been sexually abused by any person. This includes the requirement to report Historical sexual abuse even if it is identified as “already been dealt with”.

23. The Education Legislation Amendment Act 2012 • In June 2012, the Parliament deferred implementation of that Section of the ETLA 2011 relating to the reporting of likely sexual abuse until legislation could be passed to restore the Parliament’s original intention that failing to report likely sexual abuse would be dealt with by employing authorities, which would consider taking disciplinary action in appropriate cases. • This was achieved when the Parliament passed the Education Legislation Amendment Act 2012 on 14 November 2012. • The commencement date of this legislation will be 29 January 2013.

24. Definition of Child Sexual Abuse: Sexual abuse occurs when an adult, stronger child or adolescent uses their power or authority to involve a child in sexual activity. Sexual abuse can be physical, verbal or emotional. It may involve physical contact with another person, but not necessarily so.

25. What is Sexual Abuse? The Act provides the following guidance: “Sexual abuse, in relation to a relevant person, includes sexual behaviour involving the relevant person and another person in the following circumstances – (a) the other person bribes, coerces, exploits, threatens or is violent toward the relevant person; (b) the relevant person has less power than the other person; (c) there is a significant disparity between the relevant person and the other person in intellectual capacity or maturity.” Education and Training Legislation Amendment Act 2011 S.364

26. Definition of Child Sexual Abuse: • Sexual abuse can include: • kissing or holding a child in a sexual manner • exposing a sexual body part to a child • having sexual relations with a child under 16 years of age • talking in a sexually explicit way that is not age or developmentally appropriate • making obscene phone calls or remarks to a child • sending obscene mobile text messages or emails to a child

27. Definition of Child Sexual Abuse: • fondling a child in a sexual manner • persistently intruding on a child's privacy • penetrating the child's vagina or anus by penis, finger or any other object • oral sex • rape • incest • showing pornographic films, magazines or photographs to a child • having a child pose or perform in a sexual manner • forcing a child to watch a sexual act • child prostitution Source: Queensland Government, Child Safety Services

28. Indicators of Child Sexual Abuse A child may say things, do things or exhibit physical signs that are clues to sexual abuse, even if they do not disclose clear information.

29. Sexual abuse – What a child might say or do • Discloses sexual abuse • Sophisticated or unusual sexual behaviour or knowledge • Constants complaints of headaches and/or abdominal pains • Difficulties at school or change in level of performance at school • Sleep disorders • Persistent habits such as sucking, biting or rocking • Inhibition to play • Serious difficulties relating to peers and/or adults • Self-destructive behaviour

30. Some possible indicators signs:“The ‘key’ is to look for bunches of these not focus on the existence of one or two”0-12 years (Adapted from South East CASA brochure) Marked unexplained (not linked to changes to the environment or developmental stages) changes in the following; Fears, nightmares, sleep difficulties, headaches, angry, daydream/withdrawn, sad, struggles at school, changes friends, wets or soils themselves, behaves younger, frequent stomach and other pains, eager to please, appears to tell ‘stories’ known not to be true, sexualized play/with self and or others.

31. Indicators of Child Sexual Abuse Some indicators of child sexual abuse may include: • displaying greater sexual knowledge than normally expected for their age or developmental level • inappropriate sexual play and behaviour with themselves, other children or dolls and toys • hints about sexual activity through actions or comments that are inappropriate to the child’s age or developmental level • excessive masturbation or masturbation in public after kindergarten age • persistent bedwetting, urinating or soiling in clothes • persistent sexual themes in their drawings or play time

32. Indicators of Child Sexual Abuse • running away • destroying property • hurting or mutilating animals • creating stories, poems or artwork about abuse • difficulty concentrating or being withdrawn or overly obedient • having unexpected redness, soreness or injury around the penis, vagina, mouth or anus • having torn, stained or bloody clothing, especially underwear • recurring themes of power or control in play. Should any of the above be present, a child may need parents or other adults to take action to keep them safe from any further harm.

33. Prevalence of Child Sexual Abuse More than 5,000 substantiated child sexual abuse cases make it into Australian courts each year, but experts believe the real number of incidents is closer to 50,000 (Dr B Klettke; Deakin University Melbourne, reported in the Age, August 26th 2008)

34. Speaking Up • 1 in 4 girls and 1 in 7 boys are sexually abused in Australia (Australian Institute of Criminology, 2004) • 31% of respondents in an Australian study stated they would not believe children's stories about being abused, meaning most children have to tell 3 different adults before they are believed (Australian Childhood Foundation Report 2006) • Only about 3% of abused children will ever tell of their abuse (Savi Report, 2004) • Only 5% of child sex offenders will have been caught and convicted for their crimes (Dr K. Gelb, Victorian Sentencing Commission)

35. Who sexually offends against children? Males • 90 to 95% of sex offenders are male. (Crime statistics / victim reports, British Crime Survey) Females • Up to 6% of all reported child sexual abuse in Australia is perpetrated by females. (Child Wise, 2006) Adolescents • At least 33% of all offending against children in Australia is committed by another child or young person. (P.Tidmarsh, MAPPS, 2005)

36. Who sexually offends against children? • Sexual offending usually begins in adolescence. (Abel and Osborn 1988) • More than three quarters of offenders reported an exclusively heterosexual orientation. (Smallbone & Wortley, 2001) • Many adult men who sexually offend against children report experiences of childhood physical abuse or neglect. Self reports of child sexual abuse range from 22% to 82% (Salter, A 2003 p73) • In extra-familial cases 71% of offenders reported that the child’s parents usually knew the offender was spending time alone with the child.

37. Grooming Techniques To get close to children, people who sexually offend use ‘grooming’ techniques which allow them to form ‘special’ or ‘power-based’ relationships with children.

38. Grooming Techniques Grooming techniques include: • Buying children lollies, sporting equipment, swap cards and other things a child may like or value • Paying special attention to a child and making them feel special • Asking children to keep secrets from parents, siblings & friends – may not necessarily be sexual • Using threats, bribes and/or physical violence

39. Visible grooming… • Situations where adults are involved with a child more than you would expect in their role/relationship • Where an adult seems to be particularly interested in a child or particular activities that allow for additional intimacy ie, overnights, swimming, time alone. • Situations where a child is given gifts or taken to outings which are unexpected or unusual in any way • A child seems to have a special relationship with aspects to it that are ‘private’ and do not involve other adults or children. • Where a child may be keeping secrets or have built a relationship with a secret friend

40. Protecting Children from Child Sexual Abusers • be suspicious if an adult wants to spend time alone with your child • be wary of people who are overly affectionate or generous with gifts to your child • be careful about the company your children keep. Watch children’s behaviour for signs of stress — their reactions to certain individuals may tell you something • teach children about being safe in a way that does not frighten them • teach children that the parts of their bodies covered by underwear are private

41. SECTION 4 Disclosure and Response

42. It is important to know that it is rare that a child will disclose physical or sexual abuse experience/s

43. Children don’t tell because they: • think they are to blame • are scared of getting into trouble • are embarrassed / ashamed /confused • are scared of the perpetrator • worry about getting the perpetrator into trouble • don’t know that what has happened to them is wrong • lack adequate communication skills

44. Disclosure of Harm Disclosures of Harm may sound like: • “I think I saw…..” • “Somebody told me that….” • “Just think you should know….” • “I’m not sure what I want you to do, but….”

45. Responding to Disclosure DO • Find a private place to talk • Let them tell their experience in their own words and time • Listen calmly • Validate the disclosure e.g. “I am pleased you have told me these things” • Believe them • Contain your own feelings • Avoid defending the abuser • Support them • Reporting and Recording

46. Responding to Disclosure DON’T • Panic and overreact • Ask leading questions e.g. “Was it your father who did it to you” • Ask too many questions • Promise confidentiality • Make little of it • Show your feelings towards the abuser • Leave the child alone after a disclosure • Forget Confidentiality

47. Emphasise that the student is not to blame. • Accept what is said by the student, only minimum information is required for action. • Focus on child’s current emotions about telling you, don’t ask questions about the actual abuse. • Assure the student that they have the right to feel safe.

48. Try not to express a judgement about the perpetrator. • Remember children may still love and will protect abusive parents [and others they feel close to]. Don’t promise not to tell. • Tell the student you will be reporting this to a person who will be able to help.

49. Reassure the student that support will continue at school

50. SECTION 5Reporting and Recording