Toolkit for Safer Children
Nga Uri Whakatipu
Our Children are Our Future
What’s it all about?
The ‘Toolkit
for Safer Children – Schools and Communities’ has been designed to assist staff from
Early Childhood, Primary, and Secondary Schools recognise and appropriately deal with, any child or young
person who has, or is currently dealing with issues around family violence.
As schools are very busy places the Toolkit has been kept simple. The material contained is practical, concise
and easy to use, and in most cases contains common sense information that will already be known to staff.
Lots of additional helpful information can be found on the Christchurch Methodist Mission website –
www.mmsi.org.nz/community-education/advocate/toolkit
At the least this toolkit could provide a refresher to staff around issues
relating to family violence and child abuse. This could include;
>>
reviewing and being aware of information and procedures within
your school’s health and safety policy
>>
recognising common indicators of abuse
>>
responding to disclosures of abuse and
>>
reviewing emergency contacts and procedures in the event of abuse being recognised
Ideally however schools and staff could fully engage in the material in the toolkit by looking at the issues
mentioned above, as well as;
>>
reviewing and updating relevant policy and procedures, if required
>>
participating in one of the training options available
>>
integrating and promoting an anti-violence message through curriculum
>>
teaching students about positive relationships and personal safety
>>
creating and fostering an anti-violence culture amongst staff and students
>>
providing resources for students and parents who want information or help on the topic of family
violence and/or child abuse
>>
promoting your school’s commitment to stopping family violence and child abuse in the community
Supported by Healthy Christchurch
What’s it all about?
Contents
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1.
Emergency Contacts
1.1
List of Key Contacts Within Christchurch......................................................5
1.2
Key/Emergency Contacts Within Your School..............................................6
2.
Policy and Legislation
2.1
Abuse Reporting Procedure.........................................................................8
2.2
Behaviour Management . ............................................................................9
2.3
School Rules..................................................................................................9
2.4
Formal Behaviour Plan................................................................................ 10
2.5
Bullying......................................................................................................... 11
2.6
Stand-down, Suspension, and Exclusion Procedures............................... 12
2.7
Privacy.......................................................................................................... 13
2.8
Privacy Guidelines....................................................................................... 14
2.9
Parents and the Privacy Act........................................................................ 15
2.10
Care and Management of Children........................................................... 16
2.11
Children, Young Persons and their Families Act 1989 .............................. 17
2.12
Official Information Act 1982 and Privacy Act 1993...................................24
3.
Child Abuse
3.1
What Should You Do?..................................................................................28
3.2
Definitions and Examples of Child Abuse/Neglect....................................29
3.3
Signs of Abuse and Neglect.......................................................................30
3.4
Responding to a Disclosure........................................................................ 31
3.5
Questioning and Interviewing....................................................................32
3.6
Short and Long Term Effects of Family Violence .......................................33
3.7
Inter-generational Behaviours....................................................................34
3.8
Notifications to Child, Youth and Family.....................................................35
3.9
Incident Report Form...................................................................................36
3.10
Referral Register and Cover Sheet..............................................................37
3.11
Protocol between the Ministry of Ed. and Child, Youth & Family 2009..........38
Toolkit for Safer Children – Schools and Communities
What’s it all about?
4.
Ages and Stages
4.2
Age Appropriate Sexual Play and Sexualised Behaviour.........................46
4.3
Green Light Behaviour................................................................................47
4.4
Orange Light Behaviour..............................................................................48
4.5
Red Light Behaviour....................................................................................49
4.6
Information on Responding to Different Levels of Sexualised Behaviours.....50
5.
Statistics
5.1
‘It’s Not OK’ Campaign and the Family Violence Clearinghouse..............55
5.2
What is family violence?.............................................................................58
5.3
What works to prevent family violence?....................................................59
5.4
Gender symmetry - Differences in violence by men and women............ 61
5.5
Violence in schools......................................................................................64
5.6
Statistics and Information from What’s Up Kidsline..................................66
6.
Training
6.1
Training Opportunities for Teachers and School Staff................................ 71
7.
Bullying
7.1
Action Against Bullying...............................................................................76
7.2
Why is it so Hard to Tell?.............................................................................77
7.3
What Parents Can Do.................................................................................78
7.4
Legal and Curriculum Requirements..........................................................79
7.5
Responding to Bullying............................................................................... 81
7.6
What Help is Available................................................................................83
8.
Resources
8.1
Nurturing Children Wheel...........................................................................86
8.2
Abuse of Children Wheel............................................................................87
8.3
Equality Wheel.............................................................................................88
8.4
The Four Steps to Healthy Feelings............................................................89
8.5
Resources for Students...............................................................................90
8.6
Resources for Parents and Caregivers .....................................................92
8.7
Additional Resources on the Christchurch Methodist Misson Website.........96
Toolkit for Safer Children – Schools and Communities
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What’s it all about?
Acknowledgments
Thank you to all the people who have helped develop
this ‘Toolkit for Safer Children’:
>>
Matt Williams for the idea, gathering all the information and developing the toolkit
>>
The Christchurch Methodist Mission for its support and for providing the opportunity to publish the
‘Toolkit for Safer Children’
>>
Healthy Christchurch
>>
Jigsaw
>>
All Schools, Tertiary Education and Early Childhood Centres who have participated in piloting the
‘Toolkit for Safer Children’:
•
Aratupu Preschool & Nursery
•
Barnardos Richmond Early Childhood Centre
•
Cherry’s Early Learning Centre
•
Van Ash – School for the Deaf
•
West Spreydon School
•
Aranui Primary School
•
Wainoni School
•
St. Andrew’s College
•
Marian College
•
Linwood College
•
Lincoln College
•
Waimakariri Community Development Trust
>>
Jo Kinley at Hullaballoo Design for the design of the ‘Toolkit for Safer Children’
>>
All Government and Non-Government Organisations who have helped develop
the ‘Toolkit for Safer Children’
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Toolkit for Safer Children – Schools and Communities
Emergency Contacts
1.1 List of Key Contacts Within Christchurch
Christchurch Police
Child Abuse Unit
111
(03) 363-7400
(03) 352-0710
Child, Youth and Family
CYF
0508 FAMILY
or 0508 326 459
Child Protection Service
CPS - Canterbury DHB
(03) 364-0905
Family Safety Team
F.S.T.
(03) 378-0434
Christchurch
Women’s Refuge
0800 1 REFUGE
START
(03) 355-4414
Timataia te mahu-oranga
Sexual Abuse Specific
Toolkit for Safer Children – Schools and Communities
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Emergency Contacts
1.2 Key/Emergency Contacts Within Your School
Name:
Ph./ext:
Typical Location(s):
Name:
Ph./ext:
Typical Location(s):
Name:
Ph./ext:
Typical Location(s):
Name:
Ph./ext:
Typical Location(s):
Name:
Ph./ext:
Typical Location(s):
Name:
Ph./ext:
Typical Location(s):
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Toolkit for Safer Children – Schools and Communities
Policy & Legislation
Policy and Legislation including Privacy and Confidentiality
This section has been included in the hope it can assist schools to create or update health and safety
policies, especially those relating to the abuse of children.
It includes a selection of relevant* sample policy and procedure material, relevant* sections of legislation
and information on privacy and confidentiality.
*relevant refers to information and issues relating to child abuse and family violence
Included in this Section:
2.1
Abuse Reporting Procedure.........................................................................8
2.2
Behaviour Management . ............................................................................9
2.3
School Rules..................................................................................................9
2.4
Formal Behaviour Plan................................................................................ 10
2.5
Bullying......................................................................................................... 11
2.6
Stand-down, Suspension, and Exclusion Procedures............................... 12
2.7
Privacy.......................................................................................................... 13
2.8
Privacy Guidelines....................................................................................... 14
2.9
Parents and the Privacy Act........................................................................ 15
2.10
Care and Management of Children........................................................... 16
2.11
Children, Young Persons and their Families Act 1989 .............................. 17
2.12
Official Information Act 1982 and Privacy Act 1993...................................24
Toolkit for Safer Children – Schools and Communities
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Policy & Legislation
2.1 Abuse Reporting Procedure
Sample Policy
Our school is committed to the care and protection of its students.
Staff must be receptive and sensitive to students so that students feel listened to and believed. Staff members
are trained to recognise the definitions, symptoms and indicators of different forms of child abuse, including,
neglect, physical, sexual, and emotional/psychological abuse.
The Children, Young Persons and Their Families Act 1989, defines child abuse as;
“The harming (whether physically, emotionally or sexually), ill-treatment, abuse, neglect or
deprivation of any child or young person”.
The Act states that;
“any person who believes that any child or young person has been, or is likely to be, harmed
(physically, emotionally, or sexually), ill-treated, abused, neglected, or deprived, may report
the matter to a social worker or a member of the police”.
Unless the information was disclosed or supplied in bad faith, the person making the disclosure cannot be
prosecuted.
If you believe a student is being abused, act
immediately to ensure their safety.
>>
Listen to the student and reassure him or her, but do not make any promises or commitments.
>>
Ensure that any information or disclosures made by the student are written down.
>>
Ensure that there is a responsible adult at the school who is available to the student throughout the
investigation, and afterwards.
>>
Do not formally interview the student. Only obtain necessary and relevant facts. If clarification is
needed, write down exactly what the student says.
>>
It is recommended, but not mandatory, to inform the principal (or acting principal) and agree on an
appropriate course of action.
>>
Make a referral to Child, Youth and Family by calling their national call centre 0508 326 459.
>>
After making the referral, get support for yourself from an appropriate support person, if needed.
Any person can make a direct referral to the Police, or Child, Youth and Family, if they believe
a child is being abused.
For more information see Definitions and Examples/Indicators of Abuse.
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Toolkit for Safer Children – Schools and Communities
Policy & Legislation
2.2 Behaviour Management
Sample Policy
All schools have discipline issues and will experience incidents from time to time. Managing behaviour relies
on consistently applying both a formal behaviour plan and strategies to promote positive student behaviour.
Difficult students may need to be dealt with outside the formal behaviour plan and may
require individual programmes and strategies. These can be devised with parents and staff,
and if necessary outside agencies.
Objectives
>>
Teachers maintain positive classroom climates and relationships with pupils.
>>
The school develops a clear statement of what acceptable and unacceptable behaviour is. This in
turn needs to be known to all staff, parents, and students, and displayed in classrooms and other
visible places around the school.
>>
The school consistently applies a formal behaviour plan in all cases where there is unacceptable
behaviour.
In cases where unacceptable behaviour is extreme and persistent, the school actions the procedures outlined
by the Ministry of Education for the stand-down, suspension, or exclusion of pupils.
2.3 School Rules
Sample Policy
>>
Take responsibility and make appropriate choices for your own actions and behaviours.
>>
Treat others with respect and fairness.
>>
Demonstrate our school’s values and beliefs both in and out of the classroom.
>>
Work and play safely at all times.
>>
Treat our school environment with care and respect.
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Policy & Legislation
2.4 Formal Behaviour Plan
Sample Policy
>>
All members of the Community, including students, school staff and parents, are expected to behave
respectfully and in turn will be respected.
>>
We understand the school’s expectations for behaviour and the consequences that will be applied
when expectations are not met.
>>
Our school will endeavour to develop quality relationships with each other which in turn will enhance
behaviour in our school.
>>
Interventions will be consistent, manageable and meaningful, and have an emphasis on self
responsibility and acknowledging acceptable behaviours.
>>
Behaviour Management is effective when all parties (within the school community) share the same
beliefs, take ownership and consistently implement the behavioural rules/guidelines.
In the Classroom
>>
The Code of Behaviour is displayed in each classroom and discussed with students on a regular
basis throughout each year. This applies more so when specific incidents around behaviour arise.
>>
The school’s qualities are taught and reinforced with children each term. Positive behaviours that
demonstrate these values are explained and modelled regularly.
>>
Teachers use the school’s prescribed behavioural management steps for students not meeting
expected behaviours within the classroom.
>>
Individual teachers establish class guidelines, charters or rules, in consultation with their students
(where possible), which reflect the values of the school and the Code of Behaviour.
>>
Positive behaviours are actively demonstrated and promoted.
>>
Teachers emphasise the certainty and consistency of consequences rather than the severity.
>>
Achievement credits, awards, and privilege may be given to students meeting or exceeding
behavioural and academic expectations.
In the Playground
10
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The values and expectations of the school and the Code
through discussion and modelling.
>>
Teachers refer to the school’s behaviour consequence resources and information to guide actions
and maintain consistency.
>>
Incidents and the measures taken as a result are recorded and coded on the appropriate sheet in
the duty book. These are then monitored to identify possible trends.
>>
Extreme behaviours are reported immediately to senior staff and/or staff nominated for this purpose.
>>
The school uses the least intrusive and most effective discipline / behaviour management strategy
where possible.
>>
Positive behaviours are actively demonstrated and promoted.
>>
Teachers emphasise the certainty and consistency
of consequences rather than the severity.
Toolkit for Safer Children – Schools and Communities
of Behaviour are regularly reinforced
Policy & Legislation
2.5 Bullying
Sample Policy
Bullying is a form of harassment, and usually refers to types of intimidating behaviour and interactions between
school students. It is deliberate, hurtful behaviour that is often repeated, or continues over a period of time. It
is difficult for those being bullied to defend themselves.
All members of the school, including students themselves, have a responsibility to recognise bullying and to
take action when they are aware of it happening. Students should be encouraged to tell a staff member or
responsible adult about bullying.
Bullying incidents and behaviour should be dealt with through the school’s behaviour plan and the systems in
place within it.
Any bullying incidents that involve staff and students should be dealt with using the schools
Harassment Policy/Procedure
The school’s bullying policy enables us to:
>>
identify bullying/intimidatory behaviour
>>
prevent bullying behaviour within the school
>>
provide guidelines for dealing with bullying
>>
maintain a zero tolerance for bullying.
Examples of bullying behaviour include:
>>
hitting (using body parts and/or other weapons e.g. sticks)
>>
kicking
>>
taking belongings
>>
name-calling
>>
insulting
>>
racist remarks
>>
spreading nasty stories
>>
excluding from groups
>>
threats
>>
stand over tactics.
The above behaviours can vary i.e. verbal, physical, texting, email/cyber bullying etc
Visit the following sites for advice, information, and resources for tackling bullying, including text bullying:
>>
NetSafe – www.netsafe.org.nz
>>
Team-up –
www.minedu.govt.nz
>>
No Bully – www.nobully.org.nz
>>
NZ Police – www.police.govt.nz
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Policy & Legislation
2.6 Stand-down, Suspension, and Exclusion Procedures
Sample Policy
All New Zealanders between the ages of 5 and 19 have the right to a free education under section 3 of the
Education Act, 1989. Between the ages of 6 and 16 it is compulsory for students to attend school.
From time to time it is necessary to stand down or suspend a student from school for his/her own safety and/
or to enable other students to pursue their education without severe and/or repeated interruption from another
student. A student so stood down or suspended continues to have a right to an education and is required to
attend until the age of 16.
These definitions are taken from the Ministry of Education website – www.minedu.govt.nz:
Stand-down means the formal removal of a student from school for a specified period. Stand-downs of a
particular student can total no more than five school days in a term or ten school days in a year.
Suspension means the formal removal of a student from school until the board of trustees decides the
outcome at a suspension meeting. Following a suspension, the board may decide to:
>>
lift the suspension without conditions
>>
lift the suspension with reasonable conditions
>>
extend the suspension with reasonable conditions for a reasonable period
>>
exclude or expel the student.
Exclusion means the formal removal of a student aged 16 or under from the school.
The principal is usually the person with the delegated authority to stand-down or suspend a student.
The principles of natural justice must be applied to any process leading to stand down or suspend a student.
There must be sufficient grounds to warrant any stand-down or suspension, and the rights of the student and
any parent/caregiver must be recognised throughout the process.
There is a clear procedure which must be followed. See Guidelines for Principals and Boards of Trustees on
Stand-downs, Suspension, Exclusions and Expulsions on the Ministry of Education web site for comprehensive
information and resources.
http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/
StandDownSuspensionExclusionExpulsions/SuspensionLegalGuideWEB.pdf
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Toolkit for Safer Children – Schools and Communities
Policy & Legislation
2.7 Privacy
Sample Policy
The Privacy Policy enables us to promote and protect the privacy of all individuals associated with the school,
i.e. students, staff, parents and any others. The policy follows the key principles of the Privacy Act, 1993, which
describe how we may collect, use, and store personal information. The Act also created the position of Privacy
Commissioner to administer it. Among the many functions of the Privacy Commissioner’s Office is that of
investigating any alleged breaches of the Privacy Act.
Each school has a privacy officer who deals with requests for personal information, and who, if required, liaises
with the Privacy Commissioner in any investigations. At our school the role belongs to _________________.
The policy gives us guidelines about:
>>
how we collect and store information
>>
what information we collect
>>
how we use and disclose information about individuals
>>
how individuals may access information relating to them that is held by the school
>>
how to manage the rights of parents regarding information about their child.
Relevant Legislation:
Privacy Act, 1993
www.legislation.govt.nz/act/public/1993/0028/latest/DLM296639.html
Official Information Act, 1982
www.legislation.govt.nz/act/public/1982/0156/latest/DLM64785.html
Education Act, 1989
www.legislation.govt.nz/act/public/1989/0080/latest/DLM175959.html
Children, Young Persons and their Families Act, 1989
www.legislation.govt.nz/act/public/1989/0024/latest/DLM147088.html
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Policy & Legislation
2.8 Privacy Guidelines
The Act is primarily concerned with good information handling practices, and is made up of information privacy
principles. These principles are summarised in the following guidelines. The number in brackets after each
guideline refers to the relevant information privacy principle.
Guidelines for collecting, using and storing personal information:
>>
When we collect information we make the purpose known, and only collect it:
•
for purposes connected with the function of the school, and only when it is necessary to
have this information
>>
•
directly from the person concerned, unless it is publicly available from elsewhere
•
in as unobtrusive a manner as possible. [1,3,4]
In general, we collect information directly from the person concerned unless it is publicly available
from elsewhere or the person’s interests are not prejudiced when we collect the information from
elsewhere. [2]
•
We have reasonable safeguards in place to protect information from loss, unauthorised
access, use, or disclosure. These safeguards include the use of individual logins for
computers, and lockable filing cabinets. [5]
>>
If an individual wants access to information we hold about them, we provide it. Individuals may
request correction of this information or, when not corrected, that a record of the request is attached
to the information. [6,7]
>>
We take reasonable steps to make sure personal information is correct, up to date, relevant and not
misleading. [8]
>>
We only keep information for as long as it is needed, and for the purposes for which it was obtained.
When a student moves to a new school and their records are requested, we cull the file and forward
the remaining relevant information.[9]
>>
Information is only used for the purposes for which it was obtained except in certain circumstances
(for example, for statistical purposes where the person’s identity is not disclosed). [10]
>>
As a general rule, information about any person is not given to a third party without the person’s
knowledge, unless:
•
the information is already publicly available
•
it is being passed on in connection with a purpose for which it was obtained, for
example, to the student’s new school.
•
the right to privacy is over-ridden by other legislation
•
it is necessary for the protection of individual or public health and safety. [11]
For most purposes, the best guide is to use good sense and to treat
information about people with great respect.
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Toolkit for Safer Children – Schools and Communities
Policy & Legislation
2.9 Parents and the Privacy Act
Sample Policy
State and integrated schools must observe the Privacy Act, the Official Information Act and the Education Act.
Under the Privacy Act, individuals are entitled to access personal information held about them. There is no age
limit to this; children and young people have the same rights as everyone else. This means that parents have
no automatic right to access all of the information the school may hold about their child.
Parents and guardians are entitled to access educational information, and are usually able to access other
information if they request it, through the provisions of the Official Information Act. This act overrides the Privacy
Act in most circumstances. In considering a request from a parent, the school must consider the following:
>>
Is it information that the parent has a right to; for instance, about their child’s academic progress, or
is it information the child has a right to keep private?
>>
Is the parent acting as the child’s representative, or acting without the child’s consent?
>>
Is the child of an age or maturity that allows them to decide to give consent or not?
>>
Is disclosure of the information a breach of the child’s confidentiality?
>>
Is it in the child’s best interest?
>>
Does other legislation affect the decision? For example, the Education Act, 1989, requires principals
to tell parents about matters which are preventing or slowing a student’s progress at school, or
harming the student’s relationships with teachers or other students.
In practice there are very few occasions when a school would be justified in withholding any information from
a parent. One example of such a situation might be a child at school who finally has confidence to confide in
a counsellor who is trying to help the child and the child insists that the parents or (perhaps in a situation of
abuse), a particular parent, are not to be told the child’s information by the counsellor. A counsellor is required
to respect and consider the wishes of the child.
When in doubt, seek advice. A good place to start is the Office of the Privacy Commissioner.
www.privacy.org.nz
In the case of separated parents, each parent is entitled to educational information about
their child, for example, school reports. These should be provided unless there is a Court
Order preventing it. It is the responsibility of the custodial parent to alert the school of any
such order.
Parents have no automatic right to request corrections of information held about their child. The school, however,
is bound by the principles of the Privacy Act and one of them is to endeavour to keep information about a person
up-to-date and correct. If a parent points out that information is incorrect, the school should correct it.
Parents are not entitled to information about other parents, or students who are not their
own children.
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Policy & Legislation
2.10 Care and Management of Children
Sample Policy
>>
All students are treated with care, courtesy and appropriate language.
>>
Teachers avoid physical contact with students which could be considered intimate, threatening,
sexual, or violent.
>>
Corporal punishment is prohibited.
>>
If a child leaves the school without permission or goes missing during the school day, the missing
student protocol is immediately followed.
>>
Teachers take particular care with students who express themselves freely and seek close physical
contact. When this is a problem, it is always discussed with the child’s parents.
>>
When staff are counselling or teaching a student one to one, they ensure that the space is not
closed off from other people.
>>
If a student cannot be restrained in any other way, the adult physically restrains the student as
appropriately as possible, and seeks other adult support.
>>
If a teacher is attacked by a student, they protect themselves without causing injury to the student
involved, and immediately report this incident to the principal.
>>
Schools and staff have a professional responsibility to report any allegations of indecency, abuse, or
other professional misconduct to the principal, or deputy principal or NZEI networks.
>>
Toileting of special needs students is only carried out by an appropriate teacher or a trained support
staff member and another staff member is informed.
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Toolkit for Safer Children – Schools and Communities
Policy & Legislation
2.11 Children, Young Persons and their Families Act 1989
Reprinted as at 1 October 2008 - Summary.
For the full act visit: www.legislation.govt.nz/act/public/1989/0024/latest/DLM147088.html
Interpretation
An Act to reform the law relating to children and young persons who are in need of care or protection or who
offend against the law and, in particular, a) To advance the wellbeing of families and the wellbeing of children and young persons as members of families,
whanau, hapu, iwi, and family groups:
b) To make provision for families, whanau, hapu, iwi, and family groups to receive assistance in caring for their
children and young persons:
c) To make provision for matters relating to children and young persons who are in need of care or protection
or who have offended against the law to be resolved, wherever possible, by their own family, whanau, hapu,
iwi, or family group:
d) To repeal the Children and Young Persons Act 1974
Principles
13 Principles
Subject to sections 5 and 6 of this Act, any Court which, or person who, exercises any powers conferred by or under
this Part or Part 3 or Part 3A or sections 341 to 350 of this Act shall be guided by the following principles:
(a) The principle that children and young persons must be protected from harm, their rights upheld, and their
welfare promoted:
(b) The principle that the primary role in caring for and protecting a child or young person lies with the child’s
or young person’s family, whanau, hapu, iwi, and family group, and that accordingly—
(i) A child’s or young person’s family, whanau, hapu, iwi, and family group should be supported,
assisted, and protected as much as possible; and
(ii) Intervention into family life should be the minimum necessary to ensure a child’s or young
person’s safety and protection:
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Policy & Legislation
(c) The principle that it is desirable that a child or young person live in association with his or her family, whanau,
hapu, iwi, and family group, and that his or her education, training, or employment be allowed to continue
without interruption or disturbance:
(d) Where a child or young person is considered to be in need of care or protection, the principle that, wherever
practicable, the necessary assistance and support should be provided to enable the child or young person to
be cared for and protected within his or her own family, whanau, hapu, iwi, and family group:
(e) The principle that a child or young person should be removed from his or her family, whanau, hapu, iwi,
and family group only if there is a serious risk of harm to the child or young person:
(f) Where a child or young person is removed from his or her family, whanau, hapu, iwi, and family group, the
principles that, –
(i) Wherever practicable, the child or young person should be returned to, and protected from
harm within, that family, whanau, hapu, iwi, and family group; and
(ii) Where the child or young person cannot immediately be returned to, and protected from harm
within, his or her family, whanau, hapu, iwi, and family group, until the child or young person
can be so returned and protected he or she should, wherever practicable, live in an appropriate
family-like setting –
(A) That, where appropriate, is in the same locality as that in which the child or young
person was living; and
(B) In which the child’s or young person’s links with his or her family, whanau, hapu, iwi,
and family group are maintained and strengthened; and
(iii) Where the child or young person cannot be returned to, and protected from harm within, his
or her family, whanau, hapu, iwi, and family group, the child or young person should live in a new
family group, or (in the case of a young person) in an appropriate family-like setting, in which he
or she can develop a sense of belonging, and in which his or her sense of continuity and his or
her personal and cultural identity are maintained:
(g) Where a child or young person cannot remain with, or be returned to, his or her family, whanau, hapu, iwi,
and family group, the principle that, in determining the person in whose care the child or young person should
be placed, priority should, where practicable, be given to a person –
(i) Who is a member of the child’s or young person’s hapu or iwi (with preference being given
to hapu members), or, if that is not possible, who has the same tribal, racial, ethnic, or cultural
background as the child or young person; and
(ii) Who lives in the same locality as the child or young person:
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Policy & Legislation
(h) Where a child or young person cannot remain with, or be returned to, his or her family, whanau, hapu, iwi,
and family group, the principle that the child or young person should be given an opportunity to develop a
significant psychological attachment to the person in whose care the child or young person is placed:
(i) Where a child is considered to be in need of care or protection on the ground specified in section 14(1)(e) of
this Act, the principle set out in section 208(g) of this Act.
Definition of child or young person in need of care or protection
14 Definition of child or young person in need of care or protection
(1) A child or young person is in need of care or protection within the meaning of this Part of this Act if –
(a) The child or young person is being, or is likely to be, harmed (whether physically or emotionally
or sexually), ill-treated, abused, or seriously deprived; or
(b) The child’s or young person’s development or physical or mental or emotional wellbeing is
being, or is likely to be, impaired or neglected, and that impairment or neglect is, or is likely to
be, serious and avoidable; or
(c) Serious differences exist between the child or young person and the parents or guardians or
other persons having the care of the child or young person to such an extent that the physical or
mental or emotional wellbeing of the child or young person is being seriously impaired; or
(d) The child or young person has behaved, or is behaving, in a manner that –
(i) Is, or is likely to be, harmful to the physical or mental or emotional wellbeing of the child
or young person or to others; and
(ii) The child’s or young person’s parents or guardians, or the persons having the care of
the child or young person, are unable or unwilling to control; or
(e) In the case of a child of or over the age of 10 years and under 14 years, the child has committed
an offence or offences the number, nature, or magnitude of which is such as to give serious
concern for the wellbeing of the child; or
(f) The parents or guardians or other persons having the care of the child or young person are
unwilling or unable to care for the child or young person; or
(g) The parents or guardians or other persons having the care of the child or young person have
abandoned the child or young person; or
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Policy & Legislation
(h) Serious differences exist between a parent, guardian, or other person having the care of the
child or young person and any other parent, guardian, or other person having the care of the
child or young person to such an extent that the physical or mental or emotional wellbeing of the
child or young person is being seriously impaired; or
(i) The ability of the child or young person to form a significant psychological attachment to the
person or persons having the care of the child or young person is being, or is likely to be, seriously
impaired because of the number of occasions on which the child or young person has been in
the care or charge of a person (not being a person specified in subsection (2) of this section) for
the purposes of maintaining the child or young person apart from the child’s or young person’s
parents or guardians.
(2) The persons referred to in subsection (1)(i) of this section are as follows:
(a) Any person who has custody of the child or young person pursuant to the order of any Court,
whether or not that Court is a Court within the meaning of this Act:
(b) Any person who has the child or young person in that person’s care –
(i) Pursuant to an agreement under section 139 or section 140 or section 141 or section 142
of this Act; or
(ii) For the purpose of adoption, and the requirements of section 6 of the Adoption Act 1955
are being complied with:
(c) any person who is caring for the child or young person in –
(i) any residential accommodation provided for children or young persons attending a
registered school within the meaning of the Education Act 1989:
(ii) a hospital care institution within the meaning of section 58(4) of the Health and Disability
Services (Safety) Act 2001.
Reporting of child abuse
15 Reporting of ill-treatment or neglect of child or young person
Any person who believes that any child or young person has been, or is likely to be, harmed (whether physically,
emotionally, or sexually), ill-treated, abused, neglected, or deprived may report the matter to a Social Worker
or a member of the Police.
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Policy & Legislation
16 Protection of person reporting ill-treatment or neglect of child or young
person
No civil, criminal, or disciplinary proceedings shall lie against any person in respect of the disclosure or supply,
or the manner of the disclosure or supply, by that person pursuant to section 15 of this Act of information
concerning a child or young person (whether or not that information also concerns any other person), unless
the information was disclosed or supplied in bad faith.
17 Investigation of report of ill-treatment or neglect of child or young person
(1) Where any Social Worker or member of the Police receives a report pursuant to section 15 of this Act relating
to a child or young person, that Social Worker or member of the Police shall, as soon as practicable after
receiving the report, undertake or arrange for the undertaking of such investigation as may be necessary or
desirable into the matters contained in the report and shall, as soon as practicable after the investigation has
commenced, consult with a Care and Protection Resource Panel in relation to the investigation.
(2) Where, after an investigation under subsection (1) of this section into the matters contained in a report under
section 15 of this Act, the Social Worker or member of the Police to whom the report was made reasonably
believes that the child or young person to whom the report relates is in need of care or protection, that Social
Worker or member of the Police shall, as soon as practicable, notify a Care and Protection Co-ordinator of those
matters in accordance with section 18 of this Act.
(3) Where any person receives a report pursuant to section 15 of this Act relating to a child or young person,
that person shall, as soon as practicable after –
(a) That report is investigated under subsection (1) of this section; or
(b) A decision is made not to investigate the report, –
unless it is impracticable or undesirable to do so, inform the person who made the report whether
or not the report has been investigated and, if so, whether any further action has been taken
with respect to it.
19 Referral of care or protection cases to care and protection co-ordinator by
other persons or by court
(1) Where –
(a) After inquiry, any body or organisation (including a Government department or other agency of
the Crown, or a local authority) concerned with the welfare of children and young persons; or
(b) In any proceedings, any court –
believes that any child or young person is in need of care or protection on one or more of the
grounds specified in section 14(1) of this Act, that body, organisation, or court may refer the matter
to a Care and Protection Co-ordinator.
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Policy & Legislation
(1A) Every referral pursuant to subsection (1) of this section shall be accompanied by –
(a) A statement of the reasons for believing that the child or young person to whom the referral
relates is in need of care or protection; and
(b) Particulars sufficient to identify any person, body, or organisation that might be contacted to
substantiate that belief; and
(c) A statement indicating whether or not the referral is being made with the consent or knowledge
of—
(i) The parents or guardians or other persons having the care of the child or young person
to whom the referral relates; or
(ii) The family, whanau, or family group of that child or young person; and
(d) Any recommendation as to the course of action the Care and Protection Co-ordinator might
take in respect of the referral.
(2) Every Care and Protection Co-ordinator to whom a case is referred pursuant to subsection (1) of this section
shall, where it appears to that Care and Protection Co-ordinator to be necessary to do so, –
(a) Except where paragraph (b) of this subsection applies, convene a family group conference in
accordance with section 20 of this Act; or
(b) Where the child is believed to be in need of care or protection on the ground specified in section
14(1)(e) of this Act, report the matter to the appropriate enforcement agency; or
(c) Take such other action as is appropriate in the circumstances.
(3) For the purposes of determining whether or not it is necessary to convene a family group conference
pursuant to subsection (2)(a) of this section, a Care and Protection Co-ordinator may arrange for a case to be
investigated by a Social Worker.
(4) Every Care and Protection Co-ordinator to whom a case is referred pursuant to subsection(1) of this section
by a Court shall, –
(a) Within 28 days after receiving that referral, furnish to the Court a written report stating –
(i) What action (if any) has been taken with respect to the case as a result of the referral;
and
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(ii) If any such action has been taken, whether that action has resolved the matter, and, if
so, how that matter has been resolved; and
(iii) What further action (if any) is proposed with respect to the case, and, if any such action
is proposed, when that action is likely to be completed; and
(b) Subject to paragraph (c) of this subsection, where the report furnished pursuant to paragraph
(a) of this subsection indicates that further action is proposed with respect to the case, within 28
days of the furnishing of that report, furnish to the court a written report stating –
(i) What progress (if any) has been made with respect to that action; and
(ii) When that action is likely to be completed; and
(c) Where the report furnished pursuant to paragraph (a) of this subsection indicates that further
action is proposed with respect to the case, on the completion of that action, furnish to the court
a written report stating whether that action has resolved that matter, and, if so, how that matter
has been resolved.
Production of documents relevant to investigation
66 Government Departments may be required to supply information
(1) Every Government Department, agent, or instrument of the Crown and every statutory body shall, when required,
supply to every Care and Protection Co-ordinator, Social Worker, or member of the Police such information as
it has in its possession relating to any child or young person where that information is required –
(a) For the purposes of determining whether that child or young person is in need of care or
protection (other than on the ground specified in section 14(1)(e) of this Act); or
(b) For the purposes of any proceedings under this Part of this Act.
(2) No information obtained pursuant to subsection (1) of this section –
(a) Shall be used for the purposes of investigating any offence:
(b) Shall be admissible as evidence in any proceedings other than proceedings under this Part
of this Act.
(3) Nothing in subsection (1) of this section limits or affects the Official Information Act 1982.
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Policy & Legislation
2.12 Official Information Act 1982 and Privacy Act 1993
Release of Notifier Details in Relation to Child, Youth and Family
Notifications
Child, Youth and Family will not generally release the name of a Notifier (whether a member of the public or
a Ministry staff member) unless the information is requested under the Official Information Act 1982 or the
Privacy Act 1993.
Members of the public will not have their names released (in most circumstances) when requests are made.
Accordingly, the names of people who have made notifications to Child, Youth and Family are not able to be withheld
following a request unless there is an actual threat to that person’s safety. The ground for withholding a person’s
name in instances where there is in fact a reasonable threat to safety is section 27(1)(d) of the Privacy Act.
27 Security, defence, international relations, etc.
1) An agency may refuse to disclose any information requested pursuant
to principle 6 if the
disclosure of the information would be likely
a) To prejudice the security or defence of New Zealand or the international relations of the
Government of New Zealand; or
b) To prejudice the entrusting of information to the Government of New Zealand on a basis of
confidence by –
i) The government of any other country or any agency of such a government; or
ii) Any international organisation; or
c) To prejudice the maintenance of the law, including the prevention, investigation, and detection
of offences, and the right to a fair trial; or
d) To
endanger the safety of any individual.
The notification report makes provision for the Notifier to provide reasons to support the withholding of their
details under Section 27(1)(d) of the Privacy Act. Such reasons may include:
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The client has a history of violence and has threatened or abused staff on previous occasions; or
>>
The client is closely related to the Notifier.
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Policy & Legislation
In summary, a person’s name will not normally be released in the absence of a request under the Official
Information Act or Privacy Act. If a request is made the information will be released unless there is a reason to
withhold (as outlined above). We cannot guarantee confidentiality of a Notifier even if a request is made and
the information withheld under section 27(1)(d).
There may be some circumstances where the Family Court may require that the records in question be produced
to the Court, or a complaint could be laid with the Ombudsman or Privacy Commissioner and an investigation
occurs which may conclude that the Ministry is required to release the information. Such circumstances would
however be rare.
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Child Abuse
Information and Guidelines About Responding to Child Abuse
The material in this section provides information on how to identify and respond to various forms of child
abuse. It also details the process around Child, Youth and Family notifications. Also included is information
on the effects of family violence and childhood trauma, in relation to inter-generational behaviours, and
relevant documentation forms.
Included in this Section:
3.1
What Should You Do?..................................................................................28
3.2
Definitions and Examples of Child Abuse/Neglect....................................29
3.3
Signs of Abuse and Neglect.......................................................................30
3.4
Responding to a Disclosure........................................................................ 31
3.5
Questioning and Interviewing....................................................................32
3.6
Short and Long Term Effects of Family Violence .......................................33
3.7
Inter-generational Behaviours....................................................................34
3.8
Notifications to Child, Youth and Family.....................................................35
3.9
Incident Report Form...................................................................................36
3.10
Referral Register and Cover Sheet..............................................................37
3.11
Protocol between the Ministry of Ed. and Child, Youth & Family 2009..........38
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Child Abuse
3.1 What Should You Do?
Types of Abuse Include: Neglect, Physical Abuse, Emotional Neglect/Abuse, Sexual Abuse
STAFF MEMBER HAS CONCERNS ABOUT A CHILD’S WELFARE
Listen to the student and respond accordingly
(see chart – responding to a disclosure)
MAJOR CONCERN
MODERATE CONCERN
LOW / NO CONCERN
Valid Care and Protection
concerns established
Moderate/Low level Care and
Protection concerns established
No longer has Care and
Protection concerns
Document key information (see
reporting/documentation form)
Document key information (see
reporting/documentation form)
Inform the Principal and/or a
Senior Staff Member
Inform the Principal and/or a
Senior Staff Member
No action needed. The staff
member may suggest a referral
to a relevant external agency
(see services list/brochures
within this kit)
The Principal, Senior Staff
Member, or Staff member with
concerns* will then…
>> report to and seek advice
from Child Youth and Family
>> assess the situation and the
current safety of the child
>> make an appropriate
statutory referral
The Principal, Senior Staff
Member, or Staff member
with concerns* will then make
an appropriate non-statutory
referral
Further action will then be taken
based on the statutory
agency’s advice
Further action will then be taken
based on the non-statutory
agency’s advice
Support for the relevant people
will then be sought
by the agency involved
as well as the school
*Staff member with concerns – Anyone with concerns about a child/young person’s well-being CAN make a referral to
CYFS. It is not limited to principals or senior staff, however it is advised that staff discuss any potential referrals with the
principal or a senior staff member.
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3.2 Definitions and Examples of Child Abuse/Neglect
Type of Abuse/
Neglect
Definition
Examples may include but are NOT restricted to:
Any act or
omission
that results
in impaired
physical
functioning,
injury, and/or
development of
a child or young
person.
>> Physical neglect – failure to provide the necessities to
sustain the life or health of the child or young person.
>> Neglectful supervision – failure to provide
developmentally appropriate and/or legally required
supervision of the child or young person, leading to an
increased risk of harm.
>> Medical neglect – failure to seek, obtain or follow through
with medical care for the child or young person resulting
in their impaired function and/or development.
>> Abandonment – leaving child or young person in any
situation without arranging necessary care for them and
with no intention of returning
>> Refusal to assume parental responsibility – unwillingness
or inability to provide appropriate care or control for a
child or young person.
Physical
Abuse
Any act or acts
that result in
inflicted injury to
a child or young
person.
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
Emotional/
Psychological
Abuse
Any act or
omission
that results
in impaired
psychological,
social,
intellectual and/
or emotional
functioning and
development of
a child or young
person.
>> Rejection, isolation or oppression
>> Deprivation of affection or cognitive stimulation
>> Inappropriate and continued – criticism, threats,
humiliation, accusations, expectations of, or towards, the
child or young person
>> Exposure to family violence
>> Corruption of the child or young person through exposure
to, or involvement in, illegal or anti-social activities
>> The negative impact of the mental or emotional condition
of the parent or caregiver
>> The negative impact of substance abuse by anyone living
in the same residence as the child or young person
Any act or acts
that result in
the sexual
exploitation of a
child or young
person, whether
consensual or
not.
Non-contact abuse:
>> Exhibitionism
>> Voyeurism
>> Suggestive behaviours or comments
>> Exposure to pornographic material
>> Inappropriate photography
Contact abuse:
>> Touching breasts, genital/anal fondling
>> Masturbation
>> Oral sex
>> Object or finger penetration of the anus or genitalia
>> Penile penetration of the anus or genitalia
>> Encouraging the child/young person to perform such acts
on the perpetrator
>> Involvement of the child or young person in activities for
the purposes of pornography or prostitution
Neglect
(detrimental
environment)
Sexual Abuse
Bruises and welts
Cuts and abrasions
Fractures or sprains
Abdominal injuries
Head injuries
Injuries to internal organs
Strangulation or suffocation
Poisoning
Burns or scalds
Non-organic failure to thrive
Fabricated or induced illness by carers
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Child Abuse
3.3 Signs of Abuse and Neglect
What to be aware of when you suspect abuse.
Disclosure is often a Sign of Abuse
Investigate physical signs
Bruises and welts
Pregnancy
Abdominal injuries
Cuts and abrasions Failure to thrive
Genital injuries
Scalds and burns
Malnutrition
STD’s/STI’s
Fractures
Dehydration
Poor circulation
Head injuries
Suffocation
Poisoning
Inadequate hygiene
Examine parent, caregiver or family signs
– if possible
Exposure to family violence
Rejecting
Unrealistic expectations
Dependency
Isolating from family
Neglecting
Terrorising
Corrupting
Humiliating
Flight
Closure
Oppressing
Observe behavioural signs
Suicidal thoughts or plans
Anxiety and regression
Frozen watchfulness
Defiance
Aggression
Obsessions
Overly responsible
Withdrawal
Sexual behaviour
Substance abuse
Self mutilation
Fear
Sadness
Identify development signs
Unusual development patterns
Overall development delay
Specific delay i.e. Motor, Emotional, Speech and Language,
Social, Cognitive, Vision and Hearing
Children and Young People
Inappropriate or inconsistent discipline
Recognising Disclosure May Help to Determine:
Physical Abuse, Emotional Abuse, Neglect, Sexual Abuse and/or Multiple Abuse Types
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Child Abuse
3.4 Responding to a Disclosure
What to do when a child discloses abuse:
Listen
Avoid in depth questioning. Allow the child to tell only as much as
Five Basic Rules
they want. Pay attention to what the child has actually told you so
1. Listen to what they say
later you can record what was said.
2. Say you’re glad they told you
3. Say you’re sorry it happened
Do not over react
During initial disclosures children will usually be very apprehensive
and will monitor your reactions carefully.
4. Let them know its not their fault
5. Let them know you’ll help
Do not panic
It is important that you remain calm. If the child feels you can’t handle
the situation they may not disclose any more information.
Do not criticise
Regardless of the situation don’t be critical or judgmental e.g. ‘you
should have told me sooner’, or ‘why did you let it happen’?
Ensure the child’s immediate safety
When possible do not alert the alleged abuser. When other children
are involved seek advice before taking action.
Seek advice and assistance
Communication with the Principal or senior staff member is vital.
Beyond this social workers from CYF (0800 326459) and the Police
Child Abuse Unit (352 0710) can assist you.
Find support for yourself
Dealing with abuse and/or disclosures of abuse can be hard.
Discuss the matter with someone you trust and feel comfortable
with and someone who will respect the confidentiality of the
situation.
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Child Abuse
3.5 Questioning and Interviewing
Guidelines for questioning and interviewing children.
In an effort to obtain information many professionals are often required to interview/question
children. The best questions asked of children are those that are ‘open ended’. Open ended questions will provide
the best ‘free flow’ of information. They are not suggestive in nature and will not be viewed as leading.
Questions that start with…
Who • What • Where • When • How • Why
These questions are ‘open’ and will result in the child doing the talking
Questions that start with…
Did • Was • Were • Do
These questions are ‘closed’ and will result in a ‘yes’ or ‘no’ answer
Question type
Explanation
Examples
Open question
Allows an in-depth answer. Usually
follows a closed question. Key words:
what, where, when and how. Replace
‘why’, with ‘how come’ as to many
children ‘why’ implies they’re in trouble.
What happened then?
Tell me about that.
How did that feel on your body?
How come you went to the doctor?
A closed question elicits a yes or no
answer. It does not allow for any
elaboration.
Was there anything that was said?
Do you have a secret?
Do you like him?
A closed question that allows for a yes
or no answer and may also suggest
the answer.
Did it happen at your house?
Was your mother there?
Did they say not to tell anyone?
Gives some focus to the question and
gives the opportunity to expand further.
Where were you in the house?
What were you wearing?
Provides choices. Give more than one
choice if possible. A multiple choice
question usually follows a direct
question.
Were you in the bedroom or
lounge or kitchen or bathroom?
✓
Closed question
✗
Leading question
Direct question
Multiple choice
question
✗
✓✗
✓✗
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Child Abuse
3.6 Short and Long Term Effects of Family Violence
ISSUES AT BIRTH
INFANTS, TODDLERS and YOUNG
CHILDREN
>> Low birth weight
>> Baby may have elevated levels of cortisol –
stress hormone
>> Birth defects
>> Baby may appear lethargic – blank staring
eyes
>> Failure to thrive at the extreme end
>> At risk of being dropped and injured
>>
>>
>>
>>
SCHOOL (PRIMARY) AGED CHILDREN (5-12)
ADOLESCENTS (13-18)
>> Clinging and demanding extra attention
>> Aggressive acts – imitating abusers
behaviour and acting out with peers,
siblings or teachers
>> Think they are responsible for the abuse
>> Anxiety, bedwetting, nightmares,
headaches, stomach aches, nail biting
>> Cruelty to animals and destruction of
property
>> Behavioural problems, e.g. severe shyness
and low self esteem, ADHD
>> PTSD symptoms – hyper vigilant, anxiety,
nightmares, constantly thinking about the
violence, altered perception of time and
sequence of events
>> Somatic complaints e.g. headaches,
stomach complaints trouble sleeping
>> Disrespect for females; sex role
stereotyped beliefs
>> May abuse alcohol or drugs and become
involved in criminal activity
>> Running away from home to situations
which may be just as unsafe
>> Sudden decline in school achievement and
attendance
>> Emotional problems, eating disorders,
severe shyness, low self esteem, ADHD,
conduct disorder
>> Sexual anxiety and worries about
relationships
>> Re-experiencing the trauma
>> Avoiding stimuli associated with trauma
>> Hyper vigilance (increased arousal)
>> Numbing of responsiveness
>> Irritability, outburst of anger
Failure to thrive
Listlessness and depression
Disruption in eating and sleeping routines
A child may lose some of the skills
they have acquired and present with
developmental delays and behavioural
problems
>> Ongoing problems with attachment/trust
>> PTSD (post traumatic stress disorder)
symptoms – separation anxiety, sleep
disturbance, repetition of words or
repetitive play that may not be associated
with trauma
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Emotional
Response
Anger
Sadness, grief
Anxiety
Anger
Fear, anxiety
Childhood
Trauma
Physical
Abuse
Parent-child
Separation
Witness to
Violence
In Gabel and Johnston: Children of Incarcerated Parents
Toolkit for Safer Children – Schools and Communities
Parental
Substance
Abuse
Source: Dr. Denise Johnston, “Effects of Parental Incarceration.”
Sexual
Molestation
Sexualised
behaviour
Verbal
aggression
Hypervigilence
Withdrawal
Physical
aggression
Reactive
Behaviour
Promiscuity
Anti-social
behaviour
(lying, stealing)
Gang activity
Substance
Abuse
Fighting with
peers
Coping
Pattern
Prostitution
Fraud
Accessory to
homicide
Drug
Possession
Assault
Criminal
Activity
Child Abuse
3.7 Inter-generational Behaviours
Childhood Trauma in Relation to Crime and Imprisonment
Child Abuse
3.8 Notifications to Child, Youth and Family
What happens when you call Child, Youth and Family?
Call Centre
0508 FAMILY (0508 326 459)
Does information warrant action
by Child, Youth and Family?
NO
YES
Advice given
Urgency of
response decided
by Call Centre
Referral to
another agency
Referred to
site office
(Site may change
urgency)
Allocation to
Child, Youth and
Family Social
Worker*
*It is the responsibility of Child, Youth and Family to inform the person who made the report as to whether or
not the report has been investigated and, if so, whether any further action has been taken with respect to it.
Section 17(3) of the Children, Young Persons and their Families Act 1989
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3.9 Incident Report Form
School Name:_______________________________
Details of the Child or Young Person
Date:
/
/
Full name: _ ____________________________________ Age:_________ DOB:
/
/ Gender:
M
F
School: _________________________________ Class/Room number:______ Ethnicity:__________________
Address: ________________________________ Suburb: _________________ Phone number:____________
Details of the Child or Young Persons Parent(s)/Caregiver(s)
Parent/Caregiver’s full name: _________________________________________________ _Gender:
M
F
Address: ________________________________ Suburb: ____________________Custody of child:
Y
N
Phone number: ____________________ Work number: ______________ Cell number:__________________
Disclosure/Observation of Indicators
Dis/Ob date: _ ________________________________ Dis/Ob time:_ ________________________________
Dis/Ob place:______________________________________________________________________________
Outline the situation where the observation of indicators or disclosure occurred._ _________
_________________________________________________________________________________________
_________________________________________________________________________________________
What did the child say to you? (Use child’s words and include comments about demeanor during disclosure
– use the back of this form if more space is needed)_ _____________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
What was your response?_______________________________________________________________
_________________________________________________________________________________________
Person observing child of Person child disclosed to:_______________________________________________
Signature:____________________________________
Principal: _ ___________________________________ Signature:_ __________________________________
Syndicate/team leader: ________________________ Signature:_ __________________________________
Agency referred to: ____________________________ Key contact:__________________________________
Date of referral:
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/
/
Time of referral:_ _______ Agency phone:_ ______________________________
Toolkit for Safer Children – Schools and Communities
3.10 Referral Register and Cover Sheet
Child Youth and Families Service
Use this coversheet as a register of up to five Child, Youth and Family referrals
Date
Staff member who
made the referral
Child’s name
Parents/
caregivers
Date of
notification
Method of
notification
Principal’s
signature
School Name:____________________________________________________________________________
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Child Abuse
3.11 Protocol between the Ministry of Education and
Child, Youth and Family 2009
Notification of Suspected or Actual Child Abuse and Neglect
The Ministry of Education along with Child, Youth and Family are committed to providing safe and supportive
learning environments for all students. The following protocol and guidelines will assist boards of trustees,
principals and school staff in dealing with child abuse and neglect, and the management of child abuse
allegations against school employees.
Parties
The parties to this protocol are the Ministry of Education and Child, Youth and Family.
Child, Youth and Family is required to develop, implement and monitor child abuse reporting protocols with all
agencies working with children and their families, in accordance with the requirements of section 7(2)(a;b) of
the Children, Young Persons, and Their Families Act 1989 (CYP and F Act).
The current National Education Guidelines approved by the Minister of Education in April 1993 require a school
board of trustees and principals of each state and integrated school in New Zealand to:
>>
Provide a safe physical and emotional environment for students; and
>>
Comply in full with any legislation currently in force or that may be developed to ensure the safety of
students and employees
Purpose
While acknowledging that the reporting of child abuse is voluntary under New Zealand law, the purpose of
this protocol is to establish an agreed approach to the reporting of child abuse and neglect by those working
within schools.
The protocol will ensure that:
>>
The welfare and interests of the child or young person are the first and paramount considerations;
>>
Suspected and actual abuse of a child is responded to and recorded appropriately; and
>>
Effective child protection requires a full, accurate and prompt sharing of information within the law.
The inter-agency guide “lets stop child abuse together” (yellow booklet) provides more in
depth information and should be read in conjunction with this protocol.
Copies of this guide are available through Child, Youth and Family or the Advocates for Children on request
or online at: www.nzfvc.org.nz/goodpracticedocument.aspx?doc=14
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Child Abuse
Definitions
Child and Young Person: The CYP and F Act defines a child as someone under the age of 14
years and a young person as someone aged 14 years and over, but under 17 years who is not
or has never been married or in a civil union (section 2, CYP and F Act).
Child Abuse: Child Abuse means the harming (whether physically, emotionally or sexually), illtreatment, abuse, neglect or deprivation of any child or young person (section 2, CYP and F Act).
Child abuse/neglect includes:
>>
Physical or sexual abuse
>>
Emotional or physical neglect
>>
Violence and conflict between their parents or caregivers
>>
Mistreatment from their parents or caregivers
>>
Parents or caregivers who are unable or unwilling to look after them
>>
Children and young people who have been abandoned
>>
Children and young people who are out of control
Guidelines for reporting child abuse/ neglect:
>>
Whenever child abuse is identified or suspected the matter must be given top priority. The child’s
safety should always be the paramount consideration in the notification process
>>
No decisions or actions in respect of suspected or actual child abuse and neglect are to be made by
any staff member in isolation unless there are concerns for the immediate safety of the child
>>
A consultative approach is essential to ensure the safety of the child and the staff member. Staff
must discuss their concerns with the principal or nominated person/advocate
>>
Decisions about informing parents or caregivers should be made after consultation between the
school and the statutory child protection service called in by them
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Child Abuse
Action to be taken by schools after child abuse is suspected, disclosed.
Child Abuse is either suspected or disclosed
Ensure they are safe from immediate harm
>>
>>
>>
>>
>>
>>
Consult immediately with the principal or nominated person/advocate
Any objective observations and anything said by the child should be carefully documented
The principal or teacher that received the information should ring CYF (0508 326 459) or Police
Follow the recommendations of CYF/Police
If advised to do so, complete a referral/notification form to CYF/Police
The Chairperson of the Board of Trustees should be notified when appropriate
Alleged abuse
by staff or student within the school
Action to be taken:
>> Firstly, follow the advice by CYF/police
>> Upon police advice, the board should
advise the person accused of the
allegation and seek a response
>> It is vital that the employer should refer
to the relevant employee contract when
proceeding with disciplinary action
>> The employee should be advised of their
right to consult/seek support from union
representatives or other supports
>> To avoid risk to the child, the board may
need to remove the employee from the
school while an investigation takes place
>> The board should maintain a close liaison
with the police to avoid undermining any
investigation.
>> Procedures for addressing an allegation
against a student should be discussed
with a nominated advocate/principal
and Child Youth and Family. The accused
student may need to be removed from the
school while an investigation takes place.
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Alleged abuse
outside the school
Action to be taken:
>> Follow the advice of CYF/police
>> Advise the Chairperson of the Board of
Trustees
Deciding when and who will inform the
parent/s will be determined by Child Youth
and Family and Police, in consultation
with the school.
Child Abuse
Specific actions when reporting child abuse/neglect
>>
If the child or young person is in danger or unsafe, act immediately to secure their safety.
>>
Listen to the child or young person and reassure them. Do not make promises or commitments you
cannot keep.
>>
Ensure that any information or disclosures by the child or young person are written down and check
that comments and events surrounding the concern have also been recorded.
>>
Ensure that the child or young person has a responsible adult supporting them through this process
and that the support role is clearly defined.
>>
Do not formally interview the child or young person. Obtain only necessary relevant facts if and
when clarification is needed.
>>
Inform the principal.
>>
Hold immediate discussion with guidance counsellor or child safety advocate.
>>
Agree on appropriate course of action.
>>
The principal ensures notification to CYF or the police. Await further contact before taking any action.
>>
After making sure the referral has gone to CYF or the police. Get support for yourself from
appropriate persons if needed.
Notifications should be made to the police or the Child, Youth and Family Call Centre. The
Call Centre telephone number is 0508 FAMILY (0508 326 459; fax number (09) 914 1211.
Information required for a notification
When notifications are made to Child, Youth and Family the school needs to provide the following information:
>>
Name of child/children.
>>
Date of birth (if known).
>>
Significant background information.
>>
Name and contact details if possible of caregivers, parents and other family members and current
living situation.
>>
Reasons why it is believed that the child or young person is at risk: abuse, suffering, unsafe home
environment e.g. drug/alcohol abuse, family violence, child/young person left alone.
>>
Advise that this is a formal notification of actual or suspected child abuse.
>>
Whether, in their opinion, the notification is urgent.
>>
The name of the contact person for Child, Youth and Family.
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Child Abuse
What happens once a notification is made?
1. CYF Call Centre generates a letter to the person named as ‘Notifier’ acknowledging the notification,
and advising which CYF site the matter was referred to recommending either further action or no
further action.
2. CYF site will make the final decision as to whether or not further action will be taken.
3. If further action is to be taken the social worker allocated to the case will develop an investigation
plan. This may require input from the Notifier.
4. Once the notification has been investigated CYF will contact the Notifier to advise if any further action
has been taken.
5.
If notification is urgent the above actions will take place immediately. Decisions concerning
after school arrangements and notifying the parents will be made by police and social workers in
consultation with the school.
6.
The Notifier may contact the CYF Call Centre at any stage to obtain information on
the status of the notification.
Child abuse allegations against employees in schools
When allegations are made against employees schools are expected to act on those allegations while taking
care to treat the employee fairly. School management must ensure:
>>
The safety of the child or young person.
>>
That all complaints are taken seriously and dealt with effectively.
>>
That in the case of a complaint against an employee, action is guided by the applicable employment
contract and/or principles of natural justice.
>>
Clear guidance for management and employee in respect of any allegations received concerning
children or young persons within the school environment.
Recommended procedure in event of suspicion or disclosure of
abuse against an employee
Please note that there are two procedures to be followed here:
>>
The reporting procedure in respect of the child/young person.
>>
The procedure for dealing with the employee.
It is suggested that no one person should have responsibility for dealing with both the reporting issues and
the employment issues.
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Child Abuse
These steps should be followed when dealing with an employee:
1.
Principal to consult with child advocate or counsellor to ensure implementation of policy regarding
reporting.
2. Chairperson of the school board to be informed.
3. Ensure records are kept of any comments by the student, complaints and/or allegations, and followup action taken.
4. Following up on an allegation should be made in consultation with CYF, New Zealand Police and
chairperson of the board of trustees. The purpose of this consultation is to:
•
Determine the extent of the assistance they can give to the investigation.
•
Consider the timeframe to be followed with regard to the possible conflict between what
steps the board may take as an employer and possible police intervention.
•
Consider the employer role of the board in conjunction with any procedures outlined in
relevant employee contracts.
5. When it has been determined the board should pursue the matter as an employer, the board
should advise the person accused of the allegation and seek a response. When proceeding with
disciplinary action it is vital that the employer refer to the relevant employee contract.
6. Employee should be advised of their right to seek support/advice from NZEI, PPTA counsellor or field
officer, other appropriate union/representative or relevant teachers’ organisation.
7. The child or young person raising the concern or making the allegation must not be exposed to
unnecessary risk. This may require the board to contemplate removal of the employee from the
school environment subject to the requirement of the applicable employee contract.
8. Boards should take care to ensure actions taken by the school do not undermine or frustrate any
investigations being conducted by any external agency. Close liaison with CYF and the police will
achieve this.
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Ages & Stages
Age Appropriate Sexual Play and Behaviour in Children
Aged 0-12yrs and how to Appropriately Respond
The material in this section provides information on age appropriate sexual play and behaviour in children
0-12 years old. It looks at behaviours that are normal, of concern, and requiring immediate action. Also
included is information on how to best respond to children who are exhibiting behaviours within this
range.
Included in this Section:
4.2
Age Appropriate Sexual Play and Sexualised Behaviour.........................46
4.3
Green Light Behaviour................................................................................47
4.4
Orange Light Behaviour..............................................................................48
4.5
Red Light Behaviour....................................................................................49
4.6
Information on Responding to Different Levels of Sexualised Behaviours.....50
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Ages & Stages
4.2 Age Appropriate Sexual Play and
Sexualised Behaviour in Children Aged 0-12yrs
Sexual play and behaviour is part of normal development and must
be understood in a contextual manner
The following is a summary of sexual development in children. It is not an
exhaustive list and should NOT be used as a diagnostic tool for sexual abuse.
Green light behaviours are expected or normal throughout children’s
development, shown over three age ranges. The characteristics of such activities
are innocent and may include… spontaneity, curiosity, mutuality, being easily
distractible, constituting play amongst equals.
Orange light behaviours include play and behaviours that are a little outside
the normal in either the activities or their persistence and may continue to
occur despite guidance from a safe adult.
Red light behaviour sexual play is concerning because of the activities and
the manner in which they occur. Such behaviours may be characterised by
the presence of… coercion, secrecy, threats, force, dominance, aggression,
compulsivity, a significant age difference between the children. Please note,
however, that an age difference is not required for abuse to occur. Inequality
can refer to a difference in knowledge, understanding and size.
Anyone attempting to establish what normal sexual development is must consider the social, cultural, and familial
context of the times. Children’s sexual development is influenced by many factors at each of these levels.
At the individual level: children move through a series of stages in terms of their physical, cognitive, emotional
and social development. The stage they have reached strongly dictates their sexual play and behaviour. Both
chronological and developmental ages and stages often need to be taken into account, particularly for children
with intellectual difficulties.
At the family level: children are influenced by family stress and/or violence as well as familial beliefs
and practices concerning such topics as bodies, nudity, and sexuality as a topic which may or may not be
discussed.
At a societal/cultural level: there are influences of the media, religious beliefs, cultural/ethnic differences,
individual morality, socio-economically determined values, etc.
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Ages & Stages
4.3 Green Light Behaviour
Appropriate Behaviour which does not* require any intervention
*Although the following green light behaviours are not seen as needing intervention, there are still many instances where
teachable moments and opportunities will present themselves as a result of these behaviours. With minimal intervention
and adult guidance children will learn what’s ok and what is not ok.
Behaviour in this category is characterised by: spontaneity, curiosity, light-hearted and easily distracted
experimentation and equality of age, size and status of the children involved. It is worth noting that it is normal
for children to touch their own genitals and for boys to have erections across all three of these age periods
discussed here.
0-4
years
5-8
years
9 - 12
years
Children of this age usually have less peer contact than at older ages; therefore many
of their behaviours are influenced by the family. Developmentally this is a time of selfexploration, self-stimulation and disinhibition.
>> Young children are naturally very affectionate and love exploring different touches and
feelings such as thumb sucking, body stroking and holding of genitals.
>> Wanting to touch other children’s genitals, i.e., exploration.
>> Asking about or wanting to touch familiar adult’s breasts or penises (when in the bath
for example), i.e., curiosity, recognising differences
>> Young children playing games such as doctor/nurse, breastfeeding their dolls, playing
families and “show me yours and I’ll show you mine”.
>> They enjoy being nude and express interest in their own bodily functions and body
parts, e.g. bottoms, poo, wee.
This is a period where children’s peer contact significantly increases. Experimental
interactions may occur with peers resulting in novel behaviours that do not necessarily
reflect family influences. Children of this age are becoming more inhibited and may seem
embarrassed when ‘caught’ by parents.
>> Children touching their own private parts and/or using self-soothing touching.
>> Increased curiosity in adult sexuality, e.g. questioning about babies, gender
differences
>> Increased curiosity in other children’s genitals, e.g., playing mutual sexual games to
see or touch their genitals.
>> Telling “dirty” stories, e.g., use of words like poo, period, vagina, penis, etc.
>> Suddenly becoming guarded or more private about their own bodies, e.g., pulling
towels up in the bathroom, beginning to lock bathroom door.
This is a period of significant change in sexuality. There is increased peer contact and
increased experimentation so that a range of behaviours result. Children’s inhibition may
either increase or decrease and this must be considered when interpreting behaviours.
>> Children using sexual language.
>> Having girlfriends and boyfriends.
>> Kissing and petting/touching.
>> Exhibitionism, e.g., “brown-eyes” or flashing, amongst same age children.
>> Children becoming protective/conscious of their bodies and requiring increased
privacy, e.g., in the bathroom.
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Ages & Stages
4.4 Orange Light Behaviour
Behaviour which signals the need to take notice and, if behaviours
persist, seek advice
Persistence of these behaviours usually indicates that the child is seeking out sexualised experiences rather
It is important to consider the frequency
and duration of these behaviours. One-off behaviours are of less concern.
than indulging in exploration in the course of normal play.
0-4
years
5-8
years
9 - 12
years
>> Children demonstrating pre-occupation with adult sexual type behaviour that they
would only be aware of because of exposure.
>> Pulling other children’s pants down or lifting up girls’ skirts against their will, i.e.,
coercive forms of behaviour.
>> Explicit sexual conversation using sophisticated or adult language.
>> Pre-occupation with touching each other’s genitals often in preference to other child
focused activities.
>> Chronic peeping behaviour, i.e., children who are pre-occupied with spying on others,
particularly adults, when they are changing or showering.
>> Not responding to adult guidance.
>> Following other children into toilets to look at them or touch them.
>> Children demonstrating overt interest in questioning about sexuality that does not
dissipate.
>> Writing sexually threatening notes to children.
>> Engaging in mutual touching of genitals.
>> Using adult language to discuss sex, e.g., “Do you think I look sexy?” or “Look at my
dolls – they’re screwing”.
>> Children persistently expressing fears of pregnancy and/or STDs.
>> Behaviour which is uncharacteristic, e.g., suddenly wanting to dress in a provocative
manner or mix with new or older friends.
>> Bullying persistently involving sexual aggression, e.g., grabbing penises.
>> Pseudo-maturity*: inappropriate knowledge of sexuality or discussions of sexuality in
an adult manner.
*Pseudo-maturity would be considered a sign or orange light behaviour and not
behaviour.
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Ages & Stages
4.5 Red Light Behaviour
Behaviour that signals advice should be sought from a health
professional
In general red light behaviours are such because of the
context they’re seen in and the behaviours may
actually be the same as those listed under orange light. When children indulge in sexualised behaviour which
is excessive, secretive, compulsive and carried out in a coercive or threatening manner adults
should be concerned. Children who are subjected to coercion by an older child need to be protected from
this behaviour.
0-4
years
5-8
years
9 - 12
years
>> Children simulating explicit foreplay/touching or sexual behaviour in doll play and/or
with other children.
>> Persistently rubbing genitals.
>> Persistently touching the genitals of other children.
>> Sexual behaviour between young children involving penetration with objects, or oral
genital contact.
>> A child forcing other children to engage in sexualised behaviour.
>> Children persistently engaging in touching their own genitals, particularly in front of
others.
>> Engaging significantly younger children in sexual activity.
>> Sneaking into rooms where there are younger children or children sleeping in order to
touch or engage them in sexual play.
>> Children simulating sexual acts which are inappropriately sophisticated for their age,
e.g., oral genital contact.
>> Persistent theme of sexual talk, play, art, etc.
>> Children persistently engaging in genital touching/fondling, particularly in front of
others.
>> Engaging in sexual activity such as oral sex or intercourse*.
>> Coercing other children of similar or younger age.
>> Presence of sexually transmitted diseases.
>> Seeking out excessive explicit sexual material.
*In some cases this could be considered normal for 10-12 year olds.
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Ages & Stages
4.6 Information on Responding to Different Levels of
Sexualised Behaviours
Why Responding is Important
Why Adults Don’t Respond
>> It is the response of others (especially
adults) to the behaviour that gives it
meaning to the child
>> All incidents of sexualised behaviour in
school merit a response – they are all
teachable moments
>> They are all opportunities to teach children
about boundaries and acceptable
behaviour
>> We don’t like to think of children as having
sexual behaviours
>> It brings up feelings of discomfort in us that
we may want to avoid
>> It brings up strong negative reactions of
shock and disgust
>> Fear! – Does this mean my child may be a
pedophile or a sex offender?
>> Adults may have limited language to
describe children’s sexual behaviour
>> Adults sometimes have limited language to
describe
>> As a result adults may UNDER or
OVER-REACT
Responding to Sexualised Behaviour in a School Setting
>> Respond in the moment as you would to other abusive or harmful behaviours occurring at school
>> Redirect behaviours to more suitable strengths based behaviours and actions
>> Record the context and the actions taken as part of ongoing record keeping. This will help to
determine how to effectively take action in the future
Effective School Response
Three Goals (Gail Ryan, 1998)
1. Encourage Communication: adults provide a model for the child by talking clearly and calmly about
the child’s sexual behaviour
2. Develop Empathy: adults explain to the child the impact of the behaviour on others
3. Promote Accountability: adults help the child to understand the behaviour so that they can behave
differently
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Ages & Stages
Overview of Levels of Response
There are three levels of response. Each level of response is determined by
severity and each level builds on the one before.
Name and Respond (Level 1 - Green)
Level
1
Monitor
Confront and Consequence (Level 2 - Orange)
Level
2
Monitor
Report and Refer for Assistance (Level 3 - Red)
Level
3
Think of Traffic Lights
>> Level 3 –
Red Light Behaviour
Report and Refer – Monitor
>> Level 2 –
Orange Light Behaviour
Confront and Consequence – Monitor
>> Level 1 –
Green Light Behaviour
Name and Respond - Monitor
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Ages & Stages
Judging if Sexualised Behaviour is Causing Concern
Any sexualised behaviour is cause for concern when it…
>>
Elicits complaints from other children
>>
Does not respond to correction
>>
When it is part of a pattern of behaviour that suggests the child does not understand boundaries
What to Do if Sexualised Behaviour Appears Normal
>> Although within normal range, it may be inappropriate within a school setting
>> When it does – any response should teach boundaries and the difference between
private and public behaviour
>> Name – “I saw you pull your pants down in the playground”
Level
1
>> Respond – “It’s not ok to pull our pants down at school”. “That’s not what anyone does at school”
>> Document the incident and inform parents – encourage them to reinforce the same message at
home
What to Do if Sexualised Behaviour is Causing Concern
>> Response should encourage clear communication, help the child develop
empathy and promote accountability
>> Confront using a strong tone
>> “It is never OK to talk that way to anyone at school”
Level
2
>> “It is not respectful to say that to anyone”
>> “This is not the first time you have used this language or behaviour and it needs to stop”
>> “How do you think Lucy feels when you say or do things?”
>> Prohibit the behaviour or set limits – give the student a consequence or explain what will happen if
he or she does it again – “this behaviour must stop”
>> Support students who have been harmed
>> Document the incident and inform the principal
>> Staff should work with the child to develop a ‘playing safely plan’
>> Inform parents – encourage their involvement in the safety and support plan
>> Consult with other professionals i.e. STOP, child’s counsellor
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Ages & Stages
What to Do if Sexualised Behaviour is a Serious Concern
>> For sexual behaviour that causes serious concern and can not be managed
safely by school-based interventions
>> Staff should continue to name, respond, confront and administer consequences
>> Ensure student who was harmed gets the necessary support
Level
3
>> Take immediate steps to ensure the safety of the student and others – increase supervision
>> Report and refer – explain to the student that you will be telling their parents and seeking special
help for them
>> Document the incident and report to the principal
>> Inform parents – if CYFS need to be notified, check first before informing parents
>> Seek assistance for the student from a mental health professional who has experience in the area
of sexualised behaviour
>> Develop a safety and support plan in collaboration with school staff, parents and other
professionals
>> Follow up and monitor the safety and support plan
>> If there are concerns that other children are at risk from this child’s behaviour then the matter needs
to be reported to CYFS who will provide support to the child and their family, and if necessary assist
with access to services
Referring to a Specialist Agency – Why it’s Beneficial
>>
Intervention often requires a level of specialist knowledge
>>
Private practitioners focus on individual sessions only
>>
Generalisation of skills
>>
Can help repair rifts between families and schools
>>
Specialists can up-skill parents on the influence of sexualised environments
>>
Interventions by specialists appear to work!
For more information visit www.stop.org.nz
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Statistics
5.1 Statistics and Information from the
‘It’s Not OK’ Campaign and
the Family Violence Clearinghouse
Every year about 10 children are killed in New Zealand by a
member or members of their family
Police Statistics
>>
Family Violence incidents and offences in 2008:
86,545
>>
Call outs to family violence per day:
200 - 1 every 7 minutes
>>
Family violence homicides in 2008 (includes murder,
manslaughter and attempted murder): 44
>>
Percentage of reported incidents – estimated:
18%
>>
Percentage of family violence as violent crimes 2008: 50%
•
kidnappings and abductions
42%
•
grievous assaults
44%
•
serious assaults
64%
>>
Percentage of men arrested for family violence
84%
>>
Children and young people under 17 present at
family violence situations attended by police
74,785
Child Abuse
>>
>>
>>
Number of children killed in New Zealand by a
member(s) of their family each year:
10
Notifications received by
Child, Youth and Family in 2007/2008: 89,461
Notifications that required further action:
40,739
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Statistics
Partner Abuse
>>
1 in 3 women experience physical or sexual violence from a partner in their lifetime (WHO study in
Auckland and Waikato).
>>
14% of men report being assaulted by a partner in their lifetime (NZ Crime and Safety Survey 2006).
>>
85% of sexual violence is committed by someone known to the victim
Women’s Refuge statistics in 2007/2008:
>>
Crisis calls received by Women’s Refuges
>>
Women accessing safe house services:
>>
Children accessing safe house services:
49,509
1832
2117
>>
Women accessing advocacy services in the community:
9365
>>
Children accessing advocacy services in the community: 4815
Hospital Statistics (2006)
>>
Admitted to hospital due to assault or abuse by their partner:
>>
Children under 15 admitted to hospital due to assault,
abuse or neglect: >>
523 women / 53 men
239
People over 65 years old admitted to hospital due to
assault, abuse or neglect:
156
Whanau Violence Statistics
>>
Percentage of Maori children killed by caregivers: >>
Seven times more young Maori women and four times more
50%
Maori children are hospitalised from an assault compared to Pakeha women and children.
>>
Percentage of women experiencing partner abuse at some time in their life:
49% Maori; 24% Pakeha; 23% Pacifica
>>
Respondents of Protection Order Applications in 2007:
55% Pakeha; 29% Maori; 9% Pacifica
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Statistics
Court Statistics
>>
Number of charges for male assaults female in 2008: Convictions:
>>
7678
4762 / 62%
Number of prosecutions of assault on women by men
dealt by the court each day:
21
>>
Applications for Protection Orders in 2007:
4511
>>
Percentage of final Protection Orders:
57%
>>
Number of charges for breach of Protection Order in 2008:
4332
Convictions:
2815
Number of children involved in cases initiated under
the Domestic Violence Act:
6400
Number of children involved in care and protection
applications under the Children, Young Persons and
their Families Act (1989):
18194
>>
Prosecutions for assault on a child in 2008:
Convictions:
863
421 / 49%
>>
Prosecutions for cruelty on children in 2008:
96
>>
>>
Economic Cost
The economic cost of family violence was estimated at $1.2 to $5.8 billion per year by economist Suzanne Snively
in 1994. In today’s figures that would rise to $8 billion.
Sources:
>>
New Zealand Family Violence Clearinghouse fact sheet
www.nzfvc.org.nz
>>
Are you ok – campaign for family violence
www.areyouok.org.nz
>>
Family Violence Statistics Report (2009). Wellington, New Zealand: Families Commission
www.nzfamilies.org.nz
Copy of the reports can be found at
www.mmsi.org.nz/community-education/advocate/toolkit
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Statistics
5.2 What is family violence?
The Domestic Violence Act (1995) section 3 defines domestic violence as “violence against a person by any
other person with whom that person is, or has been, in a domestic relationship.”
The Act also defines violence as physical abuse, sexual abuse, and psychological abuse including, but not
limited to, intimidation, harassment, damage to property, threats, and causing or allowing a child to see or
hear physical, sexual or psychological abuse.
Te Rito: New Zealand Family Violence Prevention Strategy defines family violence as “a broad range of controlling
behaviours commonly of a physical, sexual and/or psychological nature which typically involve fear, intimidation,
and emotional deprivation. It occurs within close interpersonal relationships.”
Family violence is sometimes referred to as battering, a term that highlights the “systematic, continuing pattern
of assaults, threatened assaults, intimidation and abuse which produces a dynamic of fear”. The terms ‘family
violence’ and ‘domestic violence’ are often used interchangeably. Whanau violence is also sometimes used
to mean the same as family violence, but whanau has a wider meaning than family. Abuse and violence are
also often used to mean the same thing.
The New Zealand Family Violence Clearinghouse (NZFVC) uses the same understanding of family violence as
Te Rito, where ‘family violence’ includes:
>>
Partner or spouse abuse (abuse or violence by one partner against the other, in same sex and
different sex relationships, including dating relationships)
>>
Child abuse or neglect
>>
Elder abuse or neglect (NZFVC extends this to cover abuse in long-term care)
>>
Parental abuse (abuse or violence by a child or young person against a parent)
>>
Sibling abuse (abuse or violence by a child or young person against a sister or brother)
Violence towards children is a widespread problem in New Zealand
>>
Child abuse includes physical abuse, sexual abuse, emotional abuse and neglect and usually
happens within the child’s close family circle
>>
Some abuse happens in the name of discipline, some through neglect and some through deliberate
acts of aggression towards the child
>>
Child abuse is part of the spectrum of family violence. Many of the dynamics and effects are similar
to those of partner violence
>>
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Early prevention of child abuse contributes to early prevention of partner violence
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Statistics
>>
Children in families where partner violence exists are at significantly greater risk of child abuse than
children living in violence-free homes
>>
All children who witness violence between the adults in their lives are emotionally abused
Child abuse is always a serious matter
There is potential for serious emotional, physical, sexual, psychological and spiritual harm through abuse.
Effects can last well into adulthood and there is a danger that the pattern of abuse will be repeated when
the child is an adult. It is rare for child abuse to be an isolated incident, particularly when the abuse happens
within the family.
What is known about the impact of family violence?
>>
Family violence is physically, emotionally, mentally and socially damaging
>>
Being a victim of family violence is associated with increased physical and mental health problems,
and increased use of health care services
>>
Children are harmed by seeing, hearing, or living with violence in the home
>>
The physical punishment of children is associated with long term negative effects for children
>>
Of the families where partner abuse is happening, 30-75% will also have child abuse occurring
>>
Men are more likely to be the perpetrators of partner violence, and women are more severely
affected by partner abuse than men
>>
Women are more likely to be the perpetrators of physical punishment of children, but men are more
likely to perpetrate physical violence that leads to serious or fatal injury of children
>>
Family violence occurs irrespective of age, social status, or ethnic group, and affects a significant
number of people in the community
>>
In 1994, family violence was estimated to cost New Zealand society up to $5.3 billion each year
>>
Family violence impacts on, and increases costs for the business and corporate sector through
absenteeism, loss of productivity, and staff turnover
5.3 What works to prevent family violence?
Interventions aimed at preventing family violence can work at several different levels:
>>
Primary prevention – working with general population groups to prevent violence from ever
happening, such as: parenting programmes; education programmes for young people about
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Statistics
healthy relationships; social marketing or awareness campaigns to encourage intolerance to
violence; promotion of human rights for the young, older persons, women, indigenous people and
diverse ethnic groups; and addressing economic, housing and employment inequalities
>>
Secondary prevention – working with those already identified as being at ‘high risk’ of
perpetrating, or being a victim of violence, to prevent violence occurring, such as: screening for
family violence; and some ‘anger change’ or preventing violence education programmes, including
those for children who have witnessed violence
>>
Tertiary prevention – initiatives aimed at providing support, reducing harm, and preventing
more violence after violence has occurred, such as: safe houses for victims; protection orders;
prosecutions for assault; stopping violence programmes for violent perpetrators; education
programmes for adult and child victims; and counselling
Some initiatives (such as some education programmes and legislation reform) can work at different levels
to reduce further violence once it has occurred and also prevent violence in future generations by changing
behaviour and attitudes.
Many interventions have not been formally researched or evaluated, although some are validated through
the fact that they are developed from the collective knowledge and experience of victims, advocates or those
with particular cultural expertise.
There is no one answer
Preventing violence requires many integrated initiatives at the national and local levels, in different sectors of
society and working with different population groups. One intervention, like a stopping violence programme,
will not on its own succeed in preventing family violence.
The prevention of family violence requires:
>>
A focus on preventing violence with safety and empowerment for all victims being central
>>
Perpetrator accountability and support for perpetrators to change
>>
Community collaboration and cooperation across government and non-government agencies and
across sectors (such as social services, health, education, justice, and corporate sectors)
>>
Multi-agency coordination at the case level, with a consistent and comprehensive response to
services for individuals and families/whanau
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>>
A long-term view
>>
Gender specific and culturally-relevant policies and practices
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Statistics
>>
Different approaches to different forms of family violence, and a recognition of the distinctions and
connections between child abuse, partner abuse and elder abuse
>>
Interventions at all levels – individual, family, community, and whole-of-society or whanau, hapu and
iwi
>>
Ongoing training for all those working with family violence
>>
Ongoing monitoring and evaluation of systems and services addressing family violence
5.4 Gender symmetry - Differences in violence by
men and women
Research has repeatedly demonstrated that once attention to the issues of context, meaning, motivation,
and consequences of violence are included it becomes clear that there is not a gender symmetry in partner
violence
It is men’s violence against women and children that is the most
significant social problem
Examples include:
>>
In 2005/6 NZ Police apprehended 25,356 male family violence offenders compared to 4,135 female
offenders
>>
In 2007 91% of those applying for Protection Orders were female
>>
Researchers have found that some men who have experienced abuse by their female partner find
the violence humorous, suggesting that they are not afraid of the abuser, whereas women routinely
report experiencing distress or intense fear (for themselves and their children) as a result of abuse
>>
The psychological effects of family violence upon women and children have been found to be far
more severe
>>
Twice as many women as men report being significantly affected by partner violence. However, in
one New Zealand study both men and women reported depression and alcohol problems linked
with experiencing partner abuse. It is not known to what extent the problems identified by the
participants preceded the violence
>>
Research suggests that most women’s violence towards men is self-defensive or retaliatory,
whereas much of men’s violence towards women is used instrumentally to dominate and control
their partner
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Statistics
>>
Data on the incidence of violence from New Zealand National Survey of Crime Victims 2001 suggests
that women face more risk of partner violence, whereas the risk of violence for men is from other
men
>>
In the same survey, women were more likely than men to be repeat victims of violence by current
heterosexual partners
>>
The 2001 National Survey of Crime Victims found 14.4% of men and 21.2% of women had been hit,
kicked or pushed by their heterosexual partner at least once in their life-time. However, when asked
about being fearful, 8% of men, compared to 19.5% of women said they had been frightened by
their partner’s threats
>>
Four and a half times more women than men reported violence in a heterosexual dating relationship
and three times more women than men report violence by an ex-partner of the opposite sex
>>
In the 2001 National Survey of Crime Victims, the gender differences were most marked for Maori
– 19.6% of Maori men compared to 41.9% of Maori women reported being hit, kicked or pushed by
their heterosexual partner at least once in their life-time, and 14% of Maori men compared to 39.1%
of Maori women reported being frightened by threats
>>
Initial data from the 2006 New Zealand Crime and Safety Survey shows a similar prevalence rate
of partner violence for men and women (6% and 7%). Women however, experienced significantly
more incidents of violence by partners than men, reported more ‘serious’ offences by partners, and
sustained more injuries
>>
In one of the largest studies ever to compare women and men’s experience of partner violence,
US researchers found that 25% of women and 8% of men reported rape or physical assault by a
partner at least once in their lifetime. Violence by men was found to be the most common form –
93% of all kinds of violence experienced by adult women and 86% of all violence experienced by
adult men was perpetrated by men
>>
US research found that women were seven to ten times more likely to be seriously injured by partner
violence than men
>>
Partner violence experienced by women has been found to be closely associated with a range of
negative physical and mental health effects including bruises and abrasions, fractures, internal
injuries, severe menstrual problems, urinary tract infections, sexually transmitted infections (STI),
non-specific pelvic pain, pelvic inflammatory disease, along with depression and suicide attempts
>>
Research conducted in Auckland and Waikato found that female victims of intimate partner violence
were twice as likely as non-victims to have visited a healthcare provider during the previous month
>>
Recent multi-country research carried out by the World Health Organization found that women
internationally carried the burden of violence, suffering overwhelmingly more deaths, injuries and
other negative health effects as a result of abuse by male partners
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Statistics
>>
This evidence does not dispute the fact that some women are violent and some men are harmed
by violence. Any gender symmetry in violence however, is unlikely to take fear or control issues into
account, and can be said to be mostly at the lower-end of the scale of physical violence
>>
One of the authors of the original CTS research has stated that ‘it is categorically false to imply that
there are the same numbers of ‘battered’ men as battered women’
So what then do we know of violence committed by women?
>>
Men’s rates of general violence consistently exceed those of women by a large margin. International
research suggests this holds true across countries, across time and in relation to different forms of
violence
>>
Despite the differential rates of reporting and recording violence in different countries and sectors of
society, most reported violence is perpetrated by men
>>
The only exceptions to this are closer parity (though not equality) between African American men
and women, and child abuse in the home
>>
Waikato research indicates that women kill their intimate partners out of fear of death or injury,
whereas men kill their partners to control or punish
>>
This finding is backed up by international data prompting leading researchers to make the following
statement:
>>
Men often kill wives after lengthy periods of prolonged physical violence accompanied by other
forms of abuse and coercion; the roles in such cases are seldom if ever reversed. Men perpetrate
familicide type massacres, killing spouse and children together; women do not
>>
Men commonly hunt down and kill wives who have left them; women hardly ever behave similarly.
>>
Men kill wives as part of planned murder-suicides; analogous acts by women are almost unheard
of.
>>
Men kill in response to revelations of wifely infidelity; women almost never respond similarly
although their mates are often adulterous. The evidence is overwhelming that a large proportion of
the spouse killings perpetrated by wives, but almost none of those perpetrated by husbands, are
acts of self-defence.
>>
The authors of an international literature review concluded that women committed far less violent
crime than men, that violent offending constituted only a small percentage of women’s offending,
and that the types of offences committed by women tended to be less serious than those committed
by men.
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Statistics
>>
A New Zealand review of all child homicides between 1991 and 2000 found that in cases where a
child was killed by their parent - 54% of perpetrators were fathers, 40% were mothers, and 6% of
cases involved both parents. When children were killed by other people, men were the perpetrators
in 78% of cases, women in 20%. The researcher commented that these figures were similar to
international findings
>>
Another study of New Zealand child homicides looked at a non random sample of cases between
1980 and 2003 and found that equal numbers of women and men killed children. The majority of
children killed by women were under 2 years old. Unlike men, women did not kill several children
together, nor did they kill adults at the same time as children
Women remain overwhelmingly responsible for child care, offering a potential answer to why they figure
prominently in child abuse statistics. However, one international researcher’s findings led her to note that ‘given
that men spend on the whole so much less time with children than women, what is remarkable is not that
women are violent towards children but that men are responsible for nearly half of the child abuse’
International research suggests that both rates and types of intimate partner violence between same sex
partners – gay and lesbian – are similar to that found in heterosexual relationships
Clearly, the relationship between gender and violence is complex. Developing a full understanding of family
violence also requires taking into account other aspects of people’s lives, such as sexuality, culture, class,
ethnicity, age, ability, and so on
Additionally, the specific social and interpersonal contexts of an individual’s life will have an inevitable influence
upon both the use and consequence of violence. While gender does not explain everything about violence,
attempts to understand and respond to family violence are likely to be incomplete without including a gender
analysis.
5.5 Violence in schools
Family violence impacts on schools as young people and the staff act on beliefs inherited from their families
and reinforced by society as a whole. The way schools manage such things as the roles of males and females,
authority and peer relationships, school and community relations, power and control and discipline will be
reflected in the way members of the school community behave towards one another.
The effects of violent behaviours in schools are well documented and include:
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>>
Absenteeism, including truancy
>>
Low morale
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Statistics
>>
Low expectations, low achievement
>>
Loss of learning potential
>>
Poor school image and school spirit
>>
Victimisation of particular groups (gender, sexual and gender diversity and race-based)
>>
High rate of premature leaving and resignation
>>
Extreme staff and student stress
>>
Injury
>>
Illness
>>
Suicide
Some students and staff will be experiencing or witnessing family violence in their immediate living situation.
Some will have suffered physical, sexual or psychological violence from other students or members of the school
community. Among staff and older students there are likely to be some who are in relationships where they
are experiencing or using violence. Schools illustrate values, beliefs and practices about acceptable behaviour
and can play a major part in developing attitudes that help prevent family violence.
Schools can play a part in changing attitudes and behaviours regarding violence and supporting children and
young people by:
>>
having the matter raised at staff and Board of Trustees meetings and discussing appropriate
responses
>>
designing and implementing a whole school plan to assist attitude and behaviour change for
violence prevention
>>
sending a school representative to community and inter-agency meetings dealing with family
violence
>>
being involved in community initiatives addressing attitude and behaviour change
>>
organising in-service training for all staff on the nature, causes and effects of family violence and
appropriate responses for attitude and behaviour change
>>
bringing in speakers to address the assembly or speech day about the part young people can play
in changing attitudes for a violence-free society
>>
supporting fundraising for the refuge or other community agencies dealing with family violence
>>
linking the topic of family violence into other school subjects such as:
•
History – historical context, men’s position, women’s position, women’s movements,
women and children in history, legislative positions, anti-violence/protection movements
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Statistics
•
Geography – comparisons with treatment of women and children in other countries,
other countries’ responses
•
Art and Drama – potential for poster design, painting, dramatised scenario, dance
•
English – family violence as a literature theme (e.g., The Colour Purple, Once Were
Warriors, The Bone People etc), written expression, comprehension exercises, debates,
essays, media awareness
•
Social Studies – gender issues, current situation, groups affected, social effects, UN
position, community responses
•
Health – keeping safe, speaking out, effects of violence, the case for prevention
•
Physical Education – building strength, self defence (physical and verbal).
Bullying
>>
Bullies are often children and young people who have experienced some form of violence in their
own homes. They victimise and control others with a variety of verbal and physical assaults intended
to harm and control others. They are often insensitive to the suffering of others and their success in
reaching their violent objectives reinforces their violent behaviour.
>>
A variety of initiatives and resources exist to assist schools reduce bullying. The best of these advise
a “whole school approach” which ensures prompt responses to reports of bullying, clear policies
and protocols for the school community and accessing help for bullies and victims.
5.6 Statistics and Information from What’s Up Kidsline
www.whatsup.co.nz
>>
On average, 1,422 calls were made to 0800WHATSUP each day during 2008. 0800WHATSUP
counsellors answered approximately 29% of these. The response rate is constrained by limited
funding for counsellor wages and telecommunications costs
>>
Almost equal numbers of girls and boys called 0800WHATSUP
>>
The average age of callers is just 13 years and 40% are 12 years or younger
>>
83% of callers surveyed report their talk with the 0800WHATSUP counsellor was “quite” or “very”
helpful
>>
Peer relationship problems continue to be the leading cause for concern of children and young
people calling 0800WHATSUP but the severity of these problems might be decreasing
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Statistics
>>
Bullying remains the second most common issue for 0800WHATSUP callers but the proportion of
calls about severe bullying decreased in 2008
>>
Pregnancy is the most common reason for 0800WHATSUP to refer a caller to an external service
>>
Feelings of loneliness were more often reported in 2008 than in 2007
>>
A third of callers with self-image concerns reported severe problems
>>
Calls about quitting tobacco were higher than in 2007 and concern about friends’ smoking was
down—perhaps smoking among children and young people is on the decrease?
>>
The frequency and severity of calls about physical abuse were unchanged in 2008. It appears that
repeal of Section 59 of the Crimes Act has not led to a rise in the number of children complaining
about illegal parenting methods
>>
Calls about violence decreased in 2008
Relationship Issues – 50.39% of calls
Peers, Partners, Family
>>
About half of all counselling calls involve concerns about relationships with others.
>>
Calls in this category reporting ongoing problems in peer relationships, including difficulty
maintaining friendships, decreased significantly from 2007 (41% to 34%). The proportion of calls
about occasional problems with peers increased accordingly.
>>
Of those calling about family relationship problems, 51% reported experiencing frequent family
conflict or family breakdown such as separation or divorce—about the same as in 2007.
>>
Relationships with partners (girlfriends/boyfriends) were the main concern of teenage callers. Of all calls
about partner relationships, 37% reported significant difficulties or relationship breakdown - a decrease
from 2007. 31% said they wanted to establish a relationship, about the same as in 2007.
School Related Problems – 20.6% of calls
Bullying, Authority Conflict, Study
Bullying is the second most frequent reason children and young people call 0800WHATSUP and the leading
issue for those aged between 9 and 11 years. Although the proportion of calls about bullying did not change
between 2007 and 2008, the severity of the bullying reported decreased: the proportion of frequent incidents
or continual harassment dropped significantly, from 42.8% to 26.7%.
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Statistics
Although calls about bullying show an increasing, long-term trend over time, the stabilisation of the total
proportion of bullying calls between 2007 and 2008 and the drop in severity of these calls are encouraging.
>>
The majority (61.9%) of calls about authority conflict concerned unfair treatment by authority figures
at school
>>
Stress arising from workload or exams made up 15.9% of the calls about study concerns
Sex-Related Problems – 6.08% of calls
Pregnancy; Sexual Activity, Contraception; Sexual Harassment, STI’s
More than half (53.3%) of the calls regarding sex concerned pregnancy. About 29% of this expressed distress
about telling significant people about the pregnancy and another 20% needed support with decision-making
or urgent medical or emotional care.
>>
Referral to pregnancy support services is the most common external referral made at
0800WHATSUP. 37% of pregnancy callers were referred to an external service for further assessment
>>
About 48% of callers about specific sexual activities wished to discuss a sexual experience and
another 48% were seeking information or thinking about whether to engage in some sexual activity
>>
The great majority (85%) of callers about contraception were seeking contraception information or
were worried about the health risks of sex
Emotional Problems – 5.92% of calls
Anger, Grief and Loss, Loneliness, Suicide
>>
Calls about loneliness were up from 0.6% of all calls in 2007 to 0.8% in 2008
>>
Grief and loss were the most commonly presented emotional problems, making up 47% of this
category. Over half of these calls were from children and young people wanting to talk over an
experience of loss. About 8% were reporting long-term, significant disruption of thoughts, feelings
and behaviour
>>
More than half (57%) of callers about suicide were presenting suicidal thoughts or fears and another
18% were expressing immediate intent or current action. 23% of callers about suicide were referred
to external services for further assistance
>>
Almost half (49%) of callers about anger expressed frequent or severe anger management
problems
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Self Concept – 5.62% of calls
Development, Self Image, Sexual Preference
>>
This category increased in importance to callers from 4.8% in 2007. This increase arose from
increased rates of calls about development (2.6% to 3.2%) and sexual preference (1.4% to 1.7%)
>>
Over half (60%) of callers about development had concerns about some specific issue and another
33% were anxious about developmental changes or experiencing embarrassment.
>>
33% of callers with self-image concerns reported persistent feelings of low self-worth or severe
feelings of worthlessness
>>
Approximately one-third (35%) of calls about sexual preference expressed confusion about sexual
orientation and a similar proportion (33%) expressed problems or severe distress as a result of their
sexual orientation.
Health-Related Problems - 5.20% of calls
Eating Behaviour, HIV/AIDS, Physical Health, Mental Health
>>
Physical health concerns (46%) and mental health concerns (41%) made up the great majority of calls
in this category.
>>
Over half of the callers with physical health concerns (57%) were presenting worries about their own
symptoms. Another 28% were seeking information about health issues
>>
Just under half (44%) of callers with mental health concerns reported having received a clinical
diagnosis or severe ill-effects on their lives and another 43% were presenting mild or occasional
symptoms
Practical Issues - 2.50% of calls
Employment/Finance, Homelessness, Legal, Life Skills
>>
Practical problems include financial difficulties, unemployment, skills for independent living, leaving
home or homelessness or the need for support with legal issues.
>>
Questions about life skills (e.g. cooking, budgeting, housework, maintenance) made up 51% of these
calls
>>
25% of calls in this category concerned leaving home and homelessness. 33% of these callers
reported having left home and having nowhere to stay and another 6% were assessed as being at
risk or extremely distressed as a result of their homelessness
>>
13% had employment or financial problems and 11% had questions about legal issues
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Statistics
Drugs and Alcohol - 1.57% of calls
Drug Use, Alcohol Use, Tobacco Use
>>
57% of callers about alcohol reported binge-drinking or using frequently or habitually. A further 8%
were concerned about a friend’s use of alcohol and 16% were concerned about their own behaviour
when intoxicated
>>
60% of the callers using tobacco were seeking help to quit - up from 45% in 2007. A further 20%
were concerned about a friend’s use – down from 34% in 2007. Together these figures might
indicate increased concern about personal tobacco use and reduced smoking rates among children
and young people
>>
Calls concerning drugs other than alcohol or tobacco made up 50% of this category. Almost half of
these callers reporting using drugs frequently or habitually
Child Abuse - 1.41% of calls
Emotional Abuse, Neglect, Physical Abuse, Sexual Abuse, Sexual Offending
>>
50% of the calls about child abuse related to physical abuse, 33% to sexual abuse, 8% to emotional
abuse and 7% to neglect
>>
43% of callers reporting physical abuse stated that they were experiencing regular abuse or felt
currently at risk of injury or death. The frequency and severity of calls regarding physical abuse were
not significantly different from their values in 2007
>>
80% of the callers ringing about sexual abuse said that they had been abused at least once. 60%
stated that they were no longer being abused but had unresolved issues. 11% stated that they were
currently at risk of sexual abuse and a further 20% reported ongoing abuse
Violence - 1.01% of calls
Assault, Sexual Assault, Domestic Violence
>>
The frequency of calls about violence reduced between 2007 and 2008
>>
Physical harassment or assault were the focus for 48% of the calls about violence. 65% of these
were about isolated incidents or threats of personal harm
>>
Sexual assault constituted 17% of the calls in this category, with almost half reporting a recent
assault and a further 17% reporting an attempted assault
>>
36% of calls about violence involved concern about violence between the caller’s caregivers or
parents. 22% reported multiple incidents and a further 8% said that the violence had caused
significant injury to a parent/ caregiver
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Training
The training providers in this section represent both statutory agencies and non-government organisations.
Each provider offers a unique training opportunity within their specialised field. Flexible content and delivery
means that the specific needs of your school and staff can be catered for.
6.1 Training Opportunities for Teachers and School Staff
There are several things to think of when considering staff training
around family violence and the abuse of children.
Some things to consider are…
>>
What do we as a school already know about child abuse/neglect, family violence and other related
topics?
>>
Are we as staff aware of our schools existing policies/procedures in this area? E.g. abuse reporting,
behaviour management etc.
>>
What kind of training does our school/staff want/need?
>>
Have there been any recent incidents that haven’t been dealt with well? Lets look at how we could
have done this better
>>
What training format best suits our staff? E.g. seminar or workshop?
>>
How much time can we spare? There is a need to strike a balance between effectiveness of training
vs. practicality
>>
Do we have a venue or space for training?
>>
Are we as staff clear on our responsibilities around the reporting of abuse?
If your school is interested in one or more of the training opportunities, or if you need more information on what
a specific provider can offer, please use the contact details provided in this section.
Alternatively trainings can be organised through the Advocates for Children and Young People who can assist
with arranging an appropriate provider, organising venues, timetabling, and supplying any materials needed
for specific trainings.
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Training
Provider
Training Offered
Child Protection Service (C.P.S.)
The length and content of C.P.S. trainings can be negotiated.
Content can also be modified to specifically meet the needs
of ECE, Primary or Secondary Schools. Typically trainings
can be between 2-4 hrs long and can cater for up to 20-25
people.
www.cdhb.govt.nz
Contact:
Susan Miles
(03) 364 0905
[email protected]
The standard C.P.S. training topics include, but are not limited
to…
>> Child abuse and neglect statistics (prevalence)
>> The relationship between child abuse and neglect in the
health environment
>> Definitions of child abuse and neglect
>> Recognition of the signs of physical abuse (red flags)
>> The relationship between domestic violence, substance
abuse, mental illness depression and child abuse and
neglect
>> What and how to document child protection concerns
>> Organisational and personal barriers to practice
>> Risk assessment
>> Role of CYF
>> Release of Information (Statutory Requirements)
Length: 2-4 hrs
Cost: Nil
START –
Timataia te mahu-oranga
www.starthealing.org
Contact:
Maggy Tai Rakena
(03) 355 4414
START is a specialist NGO social service that has significant
experience in the field of sexual abuse recovery work with
child, youth and adult victims of sexual crime.
The length and content of START trainings can be negotiated.
Content can also be modified to specifically meet the needs
of ECE, Primary or Secondary Schools.
Trainings can be between 1-5 hrs long and can cater for up to
20-25 people.
[email protected]
Length: 1-6hrs
Cost: Negotiable
Child Youth and Family
Tailored trainings available on request
www.cyf.govt.nz
Please also see the Learning and Development Calendar on
Contact:
Kathryn Faoagali
www.mmsi.org.nz/community-education/
advocate/toolkit
Length: Negotiable
Cost: Nil
(03) 961 6150
[email protected]
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Training
Provider
Training Offered
Stopping Violence Services (SVS)
Stopping Violence Services (Christchurch) Incorporated
provides community education, development, liaison and
training in Stopping Violence work. www.angermanagement.org.nz
The length and content of SVS trainings can be negotiated.
Contact:
Andy Moscrop-Giblin
(03) 367 9052
[email protected]
Family Safety Team (F.S.T.)
Trainings can be between 2-15 hrs long (spread over 5 weeks)
and can cater for up to 15 people.
Length: 2-15hrs
Cost: Negotiable
www.fst.org.nz
The Family Safety Team’s aim is reducing family violence
through a multi-disciplinary response comprised of child
advocates, women’s advocates, police officers and an
overseeing supervisor.
Contact:
Tailored trainings available on request
Kate Lacey
Length: Negotiable
Cost: Nil
(03) 379 1185
[email protected]
Advocates for Children and Young People who have witnessed Family Violence
There are two Advocates for Children in Christchurch who can
assist in the organisation and/or delivery of school trainings,
seminars and workshops.
Ninon Kirchner
Carol Carlisle
Methodist Mission
Barnardos
Ph. (03) 366 6745 Ext. 851
Ph. (03) 353 6458
Cell. 027 222 8851
Cell. 027 217 5175
[email protected]
[email protected]
Toolkit for Safer Children – Schools and Communities
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73
YES – New Zealand Police Youth Education Service
The Youth Education Service produces a wide range of teaching programmes and resources which are
available to schools from police education officers. Programmes and resources are grouped under the
YES theme they support the most, but many have relevance to more than one theme.
Police education officers are trained to work with teachers to develop additional resources that may be
needed for a tailored class programme. Descriptions of four of the programmes are included below.
For further information about YES resources visit www.police.govt.nz/service/yes/downloads.html,
or contact your local Police Youth Education Officer:
Central Police Station Kaiapoi Police Station (03) 363-7400
(03) 371-8040
Hornby Police Station Lyttelton Police Station (03) 344-1800
(03) 378-0200
New Brighton Police Station Rangiora Police Station (03) 373-9100
(03) 313-6167
Papanui Police Station Sydenham Police Station (03) 379-3999
(03) 363-2512
All About Me Toku Ahuatanga Whanui
www.police.govt.nz/service/yes
or www.cps.org.nz
The Police Youth Education Service has developed an
early childhood module, All about Me – Toku Ahuatanga
Whanui, as part of their Keeping Ourselves Safe child
abuse prevention programme. Keeping Ourselves Safe
has been available to primary and secondary schools
nationally for many years.
Keeping Ourselves Safe (KOS) has three main aims:
Contact: Julia Court, (07) 838 3370
[email protected], or
Gill Palmer, (04) 470 7108
[email protected]
Keeping Ourselves Safe
www.police.govt.nz/service/yes
Email the YES team or contact your local
Police Youth Education officer for more
information
Kia Kaha
www.police.govt.nz/service/yes
Email the YES team or contact your local
Police Youth Education officer for more
information
Kidpower New Zealand
www.kidpower.org.nz
To find out about courses in your region
or how to bring the training to your
group call us on
0800 KIDPOWER (0800 543 769)
74
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>> to teach children and young people a range of safe
practices that they can use when interacting with other
people;
>> to encourage children who have been, or are being,
abused to seek help;
>> to contribute to an overall community awareness of
child abuse and the role of adults in stopping it.
Keeping Ourselves Safe (KOS) is a child abuse prevention
programme for schools. KOS is a positive personal safety
programme which aims to provide children and young
people with the skills to cope with situations that might
involve abuse. It will help them keep themselves safe when
they meet other people.
KOS is for students from junior primary school to senior
secondary school.
Kia Kaha is a series of programmes designed to help schools
create communities where everyone feels safe, respected and
valued, and where bullying is not tolerated. The programmes
have been developed by the Youth Education Service (YES) of
the New Zealand Police, working in close association with the
Specialist Education Services (SES).
Kia Kaha is designed to cover school years 0-13.
KIDPOWER enriches and re-enforces “Keeping Ourselves
Safe” and “Kia Kaha” PLUS goes one essential step further,
giving the answer to “What if nothing works? What if
someone wants to hurt me and I cannot get away to get
help?”
The programmes fit well within the New Zealand
Curriculum Framework, particularly the Health and Physical
Well-being Essential Learning Area.
Toolkit for Safer Children – Schools and Communities
Bullying
Bullying Information and Resources for Schools
The material in this section provides background information, policy information and information on how
to identify and respond to various forms of bullying. It also includes several other pieces of information
on bullying including legal and curriculum requirements and tips and information for parents.
Included in this Section:
7.1
Action Against Bullying...............................................................................76
7.2
Why is it so Hard to Tell?.............................................................................77
7.3
What Parents Can Do.................................................................................78
7.4
Legal and Curriculum Requirements..........................................................79
7.5
Responding to Bullying............................................................................... 81
7.6
What Help is Available................................................................................83
Toolkit for Safer Children – Schools and Communities
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75
Bullying
7.1 Action Against Bullying
Use the following 10 Key Steps as points of discussion when
considering action against bullying in your school
10 Key Steps
1. Involve all members of the school community.
2. Clarify exactly what bullying is; build your definition.
3. Gain agreement that it is an unacceptable behaviour.
4. Develop clear guidelines on individual responsibility.
5. Expect consistent responses to all known cases.
6. Identify/monitor areas/times pupils identify as being unsafe.
7. Support victims of bullying.
8. Change bullying behaviours.
9. Help bully victims develop appropriate behaviours.
10. Maintaining a safe school is everyone’s responsibility.
76
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Toolkit for Safer Children – Schools and Communities
Bullying
7.2 Why is it so Hard to Tell?
Reasons for not telling anyone about being bullied as given by
pupils who had been bullied, but had not sought help.
per 100 bullied children
1. fear of them getting back 42
2. not wanting to be a ‘tell tale’ 41
3. not wanting to worry parents
34
4. shame at not being able to stick up for self
31
5. fear of losing friends
29
6. hard to prove 29
7. no confidence in adults keeping name out of it
25
8. fear of what parents might say
25
9. mixed up and confused
25
10. something I can’t change
24
11. unable to put feelings into words
23
12. parents don’t understand school life
23
13. accept as something to put up with
22
14. feel no-one will believe me
20
15. not wanting to get them into trouble
19
16. not wanting to show not popular
16
17. not seeing it as bullying
16
18. blame myself
15
19. I deserve it
7
Source Strathclyde LEA “Building Better Relationships -Bullyproof Your School”
www.police.govt.nz/service/yes/nobully/bullying_info.pdf
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77
Bullying
7.3 What Parents Can Do
An example of a guide for parents around how to best handle
incidents of bullying
Take it seriously, but stay calm. Avoid being:
>>
the cynic - ‘no need to get upset’
>>
the martyr - ‘that’s nothing, when I was…’
>>
the brick wall - ‘not giving a chance to explain’
>>
the interrogator - ‘I want to know everything’
>>
the bully - ‘stick up for yourself’
>>
the rescuer - ‘leave it to me’
More helpful responses. Try being:
>>
the listener - not jumping to conclusions
>>
the clarifier - investigate patiently
>>
the supporter - seeing their side
Let your child know:
78
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>>
that you are pleased they have told you,
>>
that you believe them,
>>
that it is not their fault and you’re sorry it has happened.
Toolkit for Safer Children – Schools and Communities
Bullying
7.4 Legal and Curriculum Requirements
Charter and National Guidelines:
Schools not only have a moral obligation to reduce bullying, their charter agreement between the school’s
trustees and the Minister of Education specifically directs the school to “provide a safe physical and emotional
environment”. - National Administration Guideline number 5
The New Zealand Curriculum Framework has several relevant statements that emphatically tell schools
they must address issues of bullying:
One of the eight essential skills “Social and Co-operative Skills” states that students will:
>>
Develop good relationships with others, and work in co-operative ways to achieve common goals;
>>
Take responsibility as a member of a group for jointly decided actions and decisions;
>>
Participate appropriately in a range of social and cultural settings;
>>
Learn to recognise, analyse, and respond appropriately to discriminatory practices and behaviours;
>>
Acknowledge individual differences and demonstrate respect for the rights of all people;
>>
Demonstrate consideration for others through qualities such as integrity, reliability, trustworthiness,
caring or compassion (aroha), fairness, diligence, tolerance (rangimarie), and hospitality or
generosity (manaakitanga);
>>
Develop a sense of responsibility for the well-being of others and for the environment;
Bullying Guidelines for Schools
>>
Participate effectively as responsible citizens in a democratic society;
>>
Develop the ability to negotiate and reach consensus.
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79
Bullying
The Attitudes and Values section states:
Students will examine the context and implications of their own values and those of others, and the values on
which our current social structures are based. - New Zealand Curriculum Framework, page 21
While this is the most direct imperative for action, there are several other clear directions contained in the various
curriculum statements as well as individual school charters that support the adoption of an anti-bullying initiative.
The Health and Physical Education Curriculum Statement has four aims, two of which are relevant:
3. “develop understandings, skills and attitudes that enhance interaction and relationships with
people;”
4. participate in creating healthy communities and environments by taking responsible and critical
action.”
Health and Physical Education Curriculum, page 11
This is further developed
>>
>>
They will develop respect for the rights of other people, for example, through:
•
acceptance of a range of abilities
•
acknowledgement of diverse viewpoints
•
tolerance, rangimarie, and open-mindedness.
They will develop care and concern for other people in their community and for the environment
through:
>>
•
co-operation and awhina
•
applying aroha, manaakitanga, care, compassion, and mahi a ngakau
•
constructive challenge and competition
•
positive involvement and participation.
They will develop a sense of social justice and will demonstrate:
•
fairness;
•
inclusiveness and non-discriminatory practices.
Health and Physical Education Curriculum, page 3
80
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Toolkit for Safer Children – Schools and Communities
Bullying
7.5 Responding to Bullying
What process is most effective for schools when bullying occurs?
Types of Bullying include…
>>
Relational Aggression
>>
Text Bullying
>>
Cyber Bullying
>>
Physical or Sexual Assault
Bullying is deliberately harmful behaviour, repeated over a period of time, by a person or group, who target
a less powerful person as a victim. In other words, bullying occurs when one child consistently targets another
for negative treatment and the victim feels powerless to stop the interaction. The hurtful actions can be: (1)
physical, such as hitting and punching; (2) verbal assaults, for example, teasing taunting, threatening and
name-calling; or (3) indirect, such as psychological exclusion from friendship groups or spreading rumours.
In the first instance schools need to determine the type of incident according to the definitions of bullying,
and then refer to its
bullying policies and procedures to determine the course of action, including
disciplinary procedures when required. Regular self-review of the school climate, programmes and strategies
to prevent bullying are also necessary.
When a Bullying Incident Occurs
1st
2nd
Act immediately to
secure the students’
safety and emotional
wellbeing
Complete an Incident Report Form* (that can
be used in court as evidence for either side).
Implement procedures in line with school
policy
The principal (or
authorised person/senior
staff member) meets
with the victim and his
parents or caregivers
The principal (or authorised person) will
explain the schools anti-bullying policy and
outline the actions to be taken. It is important
to reassure parents/caregivers and the victim
that the school is taking the matter seriously
and to respond as soon as possible
*An example of an Incident Report Form is included in the Toolkit for Safer Children, Schools and Communities
- Section 3, page 36.
Toolkit for Safer Children – Schools and Communities
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81
Bullying
Determine the Type of Bullying Incident and Act Accordingly
Is the bullying a form of
relational aggression?
Relational aggression is
behaviour that harms others
through damage (or threat
of damage) to relationships,
feelings of acceptance,
friendships, or group
inclusion
*No Blame and Undercover are effective programmes for this
type of bullying
Is the bullying a form of
text bullying?
All messages to a mobile phone can be tracked. If the text
messages were sent during school time, the school should
take action. Otherwise the school should encourage the victim’s
parents/guardians to:
Text bullying is when
>> Praise their child for disclosing the bullying and counsel them
on how they feel about the bullying; reassure them their phone
will not be taken away from them;
>> Advise the child not to text back to the offender;
>> When the child has received (and retained) at least four
messages that were not replied to, make a complaint to the
telephone company;
>> Once the telephone company has acted on the complaint,
convene a meeting between the bully (or bullies), their parent/
caregivers, the victim (or victims), and their parents/caregivers.
Is the bullying a form of
cyber bullying?
Schools should advise a student who is being cyber bullied to:
posting of destructive text or
images through the internet,
including social networking
pages, instant messaging
programmes, and through
emails or message boards
Does the bullying involve
serious physical or
sexual assault?
●
www.nobully.org.nz/added.pdf
students use text messages
to threaten, harass, and/or
intimidate a peer. It involves
sending text messages to
spread rumours or secrets,
call the victim mean names,
and to organise the exclusion
of the victim from social
activities
Cyber bullying is the
82
For this form of bullying, the social dynamic must be taken into
account, with both the bully and the victim included in the problem
solving process alongside pro-social peers to help find a solution*
to the bullying.
>> Ask the person to stop and not reply to any messages;
>> Save all messages by taking a screen shot (i.e. print screen,
then paste it into a word document) which can be passed onto
the school or NetSafe to show what has occurred
>> If the bullying is occurring through a website, note down the
address and check for the sites terms of use/service and make
a complaint to the websites hosts if the bully has contravened
any of the rules. Bebo, Facebook, MySpace, and Windows
Live have dedicated ‘contact us’ or ‘cyber bullying pages’. For
more information on how to contact a websites hosts, contact
NetSafe, 0508 NETSAFE or www.netsafe.org.nz
>> If the bullies were at school or using school resources, convene
a meeting with everyone involved.
Notify the Police and the parents/caregivers of both the perpetrator
and the victim. The school should remain involved and support
victim and bully through consequential processes, e.g. SAT/CAT
protocols, prosecution, Family Group Conference, school action).
Toolkit for Safer Children – Schools and Communities
Bullying
7.6 What Help is Available
Bullying an Issue?
There is help near you. There are many services available in your community that can help you deal with a
bullying problem. Here is a list of community support agencies and a list of programmes and resources for
teachers, parents and caregivers
Community Support Agencies
There are counselling and support agencies in your area that may be able to give you additional advice or
information to help solve bullying problems.
>>
Citizen’s Advice Bureau - listed in your telephone directory. www.cab.org.nz
>>
Lifeline – Nationwide help line: Christchurch - 03 366 643. www.lifeline.org.nz
>>
NetSafe has lots of advice and resources on cyber safety and cyber bullying. 0508 NetSafe.
www.netsafe.org.nz
>>
Kidsline - trained Year 12 and 13 buddies provide telephone support for 9 - 13 year olds, weekdays
4pm - 6pm, ph 0800 Kidsline, 0800 543 754, Christchurch 03 366 3661.
www.kidsline.org.nz
>>
Office of the Commissioner for Children - Ph (04) 471 1410. www.occ.org.nz
>>
Ministry of Youth Development - Ph (04) 471 2158. www.myd.org.nz
>>
Safer Community Councils - listed in your telephone directory under your City Council.
www.ccc.govt.nz
>>
Victim Support - listed in your telephone directory or phone your local Citizens Advice Bureau or
local Police. www.victimsupport.org.nz
>>
Youthline - telephone counselling for young people (10 - 25) by young people, daily 4pm - 11pm, ph
0800 37 66 33 (Wellington call free). www.youthline.co.nz
>>
What’sUp - counselling service for 5 - 18 year olds, daily noon to midnight,
ph 0800 What’sUp,0800 942 8787. www.whatsup.co.nz
Toolkit for Safer Children – Schools and Communities
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83
Bullying
Programmes and resources for schools and care-givers
A range of programmes are available for schools and care-givers through government and private
agencies.
Police Youth programmes include:
>>
Kia Kaha (Stand Strong) - an anti-bullying programme taught by police education officers, in
partnership with teachers, to students in Years 0-13. Contact your police station for details.
>>
Keeping Ourselves Safe - a positive personal safety programme for primary and secondary
schools, introduced by your local police education officer. Contact your police station for details.
>>
DARE Skills for Life - a series of resources for young people and parents. Contact your local
police
station or the DARE Foundation for details.
www.police.govt.nz/service/yes/downloads.html or www.dare.org.nz
Other programmes and information:
>>
Eliminating Violence - Managing Anger - a Group Special Education programme. The
programme uses a whole school approach to develop effective non-violent strategies for teachers,
students and the surrounding community. Contact your local Group Special Education Area Manager
for details. www.ses.org.nz
>>
Cool Schools - Peer Mediation in Primary and Secondary Schools. Aotearoa/New Zealand
Foundation for Peace Studies. Contact: Yvonne Duncan Ph (09) 373 2379. www.peace.net.nz
>>
Students Rights at Schools - an information kit available from the Office of the Commissioner for
Children. www.occ.org.nz
>>
Lions-Quest Life Skills NZ Incorporated. Skills for Growing, and Skills for Adolescents. Phone
0800 800 353. www.lions-quest.org
>>
Contact your nearest Rotary
club to see what youth orientated programmes they are running.
www.rotary.org.nz
>>
Child Development Foundation. Reaching Out, and Reaching Forward: social skills
programmes for primary school pupils. Ph: (09) 520 6512 or 0800 438 233. Ask for Gaye, the
Director.
84
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>>
School Counsellors - most secondary schools have trained counsellors available to help.
>>
Visiting Teachers - trained counsellors who work in primary schools - contact the Ministry of
Education for details. www.minedu.govt.nz
>>
Australia Kids Help Line - the Kids Help site has information for kids, parents and schools about
a range of subjects including bullying. www.kidshelp.com.au
Toolkit for Safer Children – Schools and Communities
Resources
Resources for Students, Parents, Teachers and Schools
The aim of this section is to provide students, parents, teachers, schools and Early Childhood Centres with
teaching materials and resources around the topic of family violence and child abuse. Material could
cover (although wouldn’t be limited to) topics such as safety/personal safety (in its many forms), positive
relationships and emotional management. All material contained within the Toolkit will be aligned with
the NZ curriculum therefore could be used as part of official curriculum planning.
Lots of additional resources and material are available on the Christchurch Methodist Mission website –
www.mmsi.org.nz/community-education/advocate/toolkit
Included in this Section:
8.1
Nurturing Children Wheel...........................................................................86
8.2
Abuse of Children Wheel............................................................................87
8.3
Equality Wheel.............................................................................................88
8.4
The Four Steps to Healthy Feelings............................................................89
8.5
Resources for Students...............................................................................90
8.6
Resources for Parents and Caregivers .....................................................92
8.7
Additional Resources on the Christchurch Methodist Misson Website.........96
Toolkit for Safer Children – Schools and Communities
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85
Resources
CARE
for YOURSELF
s give yourself personal time
s keep yourself healthy
s maintain friendships
s accept love
Give
AFFECTION
EMOTIONAL
SECURITY
s talk and act so that children
feel safe and comfortable
expressing themselves
s be dependable
s be gentle
Provide
PHYSICAL
SECURITY
NURTURING
CHILDREN
s express verbal and physical
affection
s be affectionate when your
children are physically or
emotionally hurt
SUPPORT
and
TIME
ENCOURAGE Give
s participate in your
LO
V
E
A
86
●
N
D
s be affirming
s encourage children to
follow their interests
s let your children
disagree with you
s recognize improvement
s teach new skills
s allow them to make
mistakes
CA
s provide food, shelter, clothing
s teach personal hygiene & nutrition
s monitor safety
s maintain a family routine
s attend to wounds
Provide DISCIPLINE
s be consistent
s ensure rules are appropriate to
age & development of child
s be clear about limits & expectations
s use discipline to instruct, not
to punish
children’s lives: activities
school, sports, special events
and days, celebrations, friends
s include your children in your activities
s reveal who you are to your children
RE F
OR Y OUR
Toolkit for Safer Children – Schools and Communities
I
H
C
N
s acknowledge children’s right
to have their own feelings,
opinions, friends and activities
s promote independence
s allow for privacy
s respect their feelings
for other parent
s believe your
children
E
E
FOR Y OUR
E
R
CH
CA
D
IL
Promote
D
A N andTRUST
RESPECT
EN
R
LO
V
8.1 Nurturing Children Wheel
LD
R
Resources
8.2 Abuse of Children Wheel
s controlling access to peers /
adults, siblings, other parent,
grandparents
EMOTIONAL ABUSE
G
TT
IN
CK
IN G
V IOL
ENC E
GA
HI
s withholding basic needs,
using money to control
behavior
s squandering family money
s withholding child support
s using children as an economic
bargaining chip in divorce
G
KI
ECONOMIC
ABUSE
T IN
HI N
s threatening abandonment,
suicide, physical harm,
confinement, or harm to
other loved ones
IS
PIN C
THREATS
s put-downs, name calling
s using children as confidants
s using children to get or give
information to other parent
s being inconsistent
s shaming children
KIN G
ABUSE
OF
CHILDREN
ISOLATION
CHO
s treating children as servants
s punishing, bossing, always winning
s denying input in visitation and
custody decisions
s interrupting
RM
Using
ADULT PRIVILEGE
s threatening punishment with/by
the courts, police, school,
God, juvenile detention,
foster homes, relatives,
psych wards
KISSING
ING/
UCH
TO
AL
XU
s instilling fear through looks,
actions, gestures, property
destruction
s using adult size
s being violent to other
parent, pets etc.
s yelling
S
OR
VI
INTIMIDATION
COMM
ITTI
NG
INC
ES
T
Using
INSTITUTIONS
SE
SEXUALIZING
CHIL
DR
EN
’S
BE
HA
E
C
N
E
OL
I
V
PU
IN
SH
G
TW
Toolkit for Safer Children – Schools and Communities
●
87
Resources
8.3 Equality Wheel
NEGOTIATION
AND FAIRNESS
3EEKINGMUTUALLYSATISFYING
resolutions to CONFLICT
s ACCEPTING CHANGE
sBEINGWILLINGTO
COMPROMISE
NON-THREATENING
BEHAVIOR
TALKING and aCTing so that she
feels safe andCOMfortable
expressing herself and
doing things
ECONOMIC
PARTNERSHIP
RESPECT
Listening to her nonJUDGMENTALLYsBEINGEMOTIONALLY
afFIRMINGANDUNDERSTANDING
sVALUINGOPINIONS
-AKINGMONEYDECISIONS
TOGETHERsMAKINGSUREBOTH
PARTNERSBENEFITFROMFINANCIAL
ARRANGEMENTS
EQUALITY
SHARED RESPONSIBILITY
TRUST AND SUPPORT
Mutually agreeing on a fair
DISTRIBUTIONOFWORKsMAKING
FAMILYDECISIONSTOGETHER
RESPONSIBLE
PARENTING
Sharing parental responsiBILITIESsBEINGAPOSITIVE
NONVIOLENTROLEMODEL
FORTHECHILDREN
88
●
Supporting her goals in life
sRESPECTINGHERRIGHTTOHEROWN
FEELINGSFRIENDSACTIVITIES
and opinions
HONESTY AND
ACCOUNTABILITY
!CCEPting responsibility for
selfsACKNOWLEDGINGPAst use
of VIOLENCE s ADMItting being WRONg
sCOMMUNICating openly and
truthfully
Toolkit for Safer Children – Schools and Communities
Resources
8.4 The Four Steps to Healthy Feelings
The Four Steps to Healthy Feelings
1. Breathe and Relax.
2. Keep ourselves safe without hurting
anybody or anything.
3. Remind ourselves that we are okay
to feel this feeling.
4. Talk about it!
Toolkit for Safer Children – Schools and Communities
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89
Resources
8.5 Resources for Students
What Services Can Help Me?
For Counselling, Support and Information
WHATSUP Kidsline
[email protected] www.whatsup.co.nz
Phone: 0800 942 8787
Youthline
[email protected] www.youthline.co.nz
Text: 234
What’sUp is a free, national telephone counselling service
for New Zealanders aged 5 to 18 years. The service
operates seven days a week from noon to midnight. Paid,
trained and closely supervised professional counsellors
answer the telephones.
Youthline’s vision is to create communities which relate to
the needs of young people, respond to them, and support
them to achieve their potential. Youthline provides:
Counselling Services, Information and Referrals, Youth
Worker Services, Training, Seminars and Programmes,
Community Development and Social Enterprise.
Phone: 0800 37 66 33
Family Violence Information Line
www.areyouok.org.nz Phone: 0800 456 450
Depression Helpline
www.depression.org.nz A Family Violence Information Line that provides selfhelp information and connects people to services where
appropriate. It is available seven days a week, from 9am
to 11pm, with an after-hours message redirecting callers
in the case of an emergency.
The depression helpline is available every day from 8am
to midnight. They can help you identify if your feelings are
depressive and provide with resources to support you.
Phone: 0800 111 757
This organisation also offers the use of a call-back service
to maintain ongoing support.
Child, Youth and Family (CYF)
CYF social workers work with families to protect children
and young people up to the age of 17 years and manage
young offenders up to the age of 17 years.
www.cyf.govt.nz
Phone: 0508 FAMILY (0508 326 459)
Sexual Abuse Centre
[email protected]
www.sexualabuse.co.nz
Provides education, telephone counselling, one-on-one
counselling, information and resources on rape and
incest, sexual abuse survivor support groups. Advocacy
and support throughout police and legal proceedings.
Phone: (03) 365 3626
90
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Toolkit for Safer Children – Schools and Communities
Resources
For Counselling, Support and Information – Web Based
Urge
www.urge.co.nz
Trippin
www.trippin.co.nz
thelowdown
www.thelowdown.co.nz
Urge/Whakamanawa is a youth health and information
service designed to assist young people find useful
information or resources to help them regarding a variety
of youth related topics.
The Trippin site has been set up for young people by
Taranaki Health and includes information about people
you can contact for help when you are facing specific
issues.
If you are feeling down or depressed, it really helps to talk
about how you are feeling with someone you can trust.
Here you can do just that.
[email protected]
Text: 5626
Police and the Law
Police
Ring 111
Youth Law
[email protected]
www.youthlaw.co.nz
Phone: (09) 309 6967
Always contact the police first if you are worried
about your own, or another person’s safety!
YouthLaw ‘Tino Rangatiratanga Taitamariki’ is a
community law centre for children and young people
throughout New Zealand. This site provides information
about how the law can help you to overcome issues
that may be affecting you. We hope that this site will
encourage you to learn more about your rights.
To Find Out about Getting Government Payments
Work and Income New Zealand
(WINZ)
www.winz.govt.nz
Contact WINZ to find out about getting a payment, like
Independent Youth Benefit, or the Away from Home
Allowance or something else. In some situations WINZ
can provide an ‘emergency’ payment.
Phone: 0800 559 009
Office of the Ombudsman
[email protected]
Contact the ombudsman if you want to make a complaint
about the way a government department, like WINZ or
Child, Youth and Family treated you.
www.ombudsmen.parliament.nz
Phone: 0800 802 602
Toolkit for Safer Children – Schools and Communities
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91
Resources
8.6 Resources for Parents and Caregivers
Primary Healthcare
>>
Advocacy Service South Island Trust
0800 377 766
>>
After Hours Surgery
(03) 365 7777
>>
Family Planning Services
(03) 379 0514
>>
Healthline
0800 611 116
>>
National Poison Information Centre
0800 764 766
>>
Sexual Health Centre
(03) 364 0485
Mental Health
>>
Child and Family Specialty Service
(Whakatata House)
(03) 364 0050
>>
Depression Support Network
(03) 366 8083
>>
Family Mental Health Service
(03) 335 4150
>>
Mental Health Education and
Resource Centre
(03) 365 5344
>>
Psychiatric Consumers Trust
(03) 366 8288
>>
Psychiatric Emergency
(03) 364 0482
>>
Pura Pura Whetu Trust
(03) 379 8001
>>
Youth Specialty Service
(03) 339 1126
Drug, Alcohol and Addiction Help
>>
Adventure Development Counselling
(03) 379 7779
>>
Alcohol Drug Helpline
0800 787 797
>>
Alcohol Anonymous (AA)
0800 229 6757
>>
Community Alcohol and Drug Services
(CADS for 18 years and over)
(03) 335 4350
>>
Familial Trust
(03) 981 1093
>>
Gambling Helpline
0800 654 655
>>
OASIS – Salvation Army
(03) 365 9659
>>
Waipuna Community Trust
(03) 386 2159
Men’s Support
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Father and Child Trust
(03) 982 2440
>>
Menstrust
(03) 940 9477
>>
Men’s Support Group (Mensline)
(03) 365 4239
Toolkit for Safer Children – Schools and Communities
Resources
Women’s Support
>>
Battered Women’s Trust
(03) 364 8900
>>
Christchurch Women’s Centre
(03) 379 7047
>>
Christchurch Women’s Refuge
(03) 364 7306
>>
Otautahi Maori Women’s Refuge
(03) 379 6910
>>
Shakti Ethnic Women’s Refuge
(03) 389 2028
>>
Single Women as Parents (SWAP)
(03) 366 8540
>>
West Christchurch Women’s Refuge (03) 379 0575
>>
Women’s Health Info
(03) 379 6970
Parent Education and Support
>>
Anglican Social Services (03) 389 8660
>>
Early Start
(03) 365 9087
>>
Barnardos
(03) 365 3923
>>
ChildWise (Methodist Mission)
(03) 366 6745
>>
Cholmondeley Children’s Home
(03) 329 9832
>>
Family Help Trust
(03) 365 9912
>>
Family Works (Presbyterian Support)
(03) 363 8226
>>
Field/Social Workers in Schools
– Glenelg Health Camp
(03) 332 2541
>>
Gay Fathers
(03) 382 0321
>>
Grandparents as Parents
(03) 363 8226
>>
Home Educators Soc. Inc
(03) 322 4824
>>
Step Parent Support Group
(03) 379 5645
>>
Open Home Foundation
(03) 366 5977
>>
Parentline
(03) 381 1040
>>
Parent to Parent (toll-free)
0508 236 236
>>
Tough Love
(03) 337 9452
Maori and Pacific Island Health, Support and ESOL services
>>
He Waka Tapu
(03) 373 8150
>>
Multicultural Learning Centre
(03) 377 2890
>>
Pacific Island Evaluation
(03) 365 1458
>>
Pacific Trust Canterbury
(03) 366 3900
>>
Pura Pura Whetu Trust
(03) 379 8001
>>
Christchurch ResettlementService
(03) 335 0311
>>
Rehua Marae Services
(03) 355 5615
>>
Te Kakakura Trust
(03) 379 7200
>>
Te Puna Oranga
(03) 381 8472
>>
Te Whare Roimata
(03) 379 5134
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Resources
Counselling and Support Agencies
>>
School Counsellors and Chaplains
Contact School
>>
Arahura Health Centre
(03) 338 1080
>>
Campbell Centre
(03) 363 8206
>>
Catholic Social Services
(03) 379 0012
>>
ChildWise (Methodist Mission)
(03) 366 6745
>>
Child, Youth and Family (CYFS)
0508 326 459
>>
Chch Gay and Lesbian Support
(03) 379 4796
>>
Family Court
(03) 962 4000
>>
Family Works (Presbyterian Support)
(03) 363 8226
>>
Home and Family Services
(03) 379 5645
>>
Hope4life
(03) 943 2980
>>
Intersex Awareness New Zealand
(04) 381 2221
>>
Pregnancy Counselling
(03) 338 3057
>>
Pregnancy Help Inc.
(03) 385 0556
>>
Rainbow Trust
(03) 379 7879
>>
Relationship Services
(03) 366 8804
>>
Petersgate Counselling
(03) 343 3391
>>
Rata Counselling Centre
(03) 332 5388
>>
Sexual Abuse Centre
(03) 364 7324
>>
Sexual Abuse Survivors Trust
(03) 337 5701
>>
Special Education Services (03) 378 7300
>>
Stopping Violence Services
(03) 365 6266
>>
START Incorporated
(03) 355 4414
>>
STOP Trust
(03) 374 5010
>>
Support Network for Parents
>>
of an Abused Child
(03) 365 1510
Woman’s Counselling Centre
(03) 379 7047
Legal and Advocacy Services
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>>
Beneficiary Advisory Service
(03) 379 8787
>>
Citizens Advice Bureau
(03) 366 6490
>>
Community Law Centre
(03) 366 6870
>>
Christchurch Truancy Service
(03) 982 1865
>>
Family Court
(03) 962 4000
>>
Police Youth Aid, Community Constables
(03) 363 7400
Toolkit for Safer Children – Schools and Communities
Resources
Budgeting Advice
>>
Advocacy Plus - Te Kete Oranga
(Methodist Mission)
(03) 366 6745
>>
Ambrosia Budgeting
(03) 382 9291
>>
Catholic Social Services
(03) 379 0012
>>
Christchurch Budget Service
(03) 366 3422
>>
Christchurch City Mission
(03) 365 0635
>>
Delta Community Trust
(03) 389 0212
>>
Kingdom Resources
(03) 332 1700
>>
Salvation Army Hope Centre
(03) 366 8128
>>
Supergrans
(03) 388 6415
General Helplines
>>
Child Helpline
0800 366 694
>>
Citizens Advice Bureau (CAB)
0800 367 222
>>
Disability Information Services (03) 366 6189
>>
Domestic Violence
0800 456 450
>>
Emergency Services
Dial 111
>>
Lifeline
0800 543 354
>>
Youthline
0800 376 633
>>
Victim Support
0800 842 846
>>
Police 24/7 (Non emergency)
(03) 363 7400
>>
What’s Up Kidsline
0800 942 8787
Useful Websites
>>
Family Service Directory >>
Headspace >>
Kidpower
>>
Kidspot >>
Parent Inc. >>
Webhealth Service Directory for
Children, Youth and Families www.familyservices.govt.nz
www.headspace.org.nz
www.kidpower.org.nz
www.kidspot.co.nz
www.parentsinc.org.nz
www.canterbury.webhealth.co.nz/provider
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Resources
8.7 Additional Resources Available on the
Christchurch Methodist Misson Website
www.mmsi.org.nz/community-education/advocate/toolkit
2.
Policy and Legislation
2.1 Children, Young Persons, and Their Families Act 1989 – as at 1 October 2008
2.2School Health and Safety
2.3
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>>
School Principal’s Health and Safety Checklist
>>
Health and Safety Policy
>>
Health and Safety Policy Checklist
>>
First Aid
>>
Planning Review and Evaluation Checklist
>>
Health and Safety Plan
>>
Health and safety Objectives – Example
>>
Info and Training Checklist
>>
Common Health and Safety Training Needs
>>
Staff Health and Safety Training Plan and Record
>>
Health and Safety Induction Checklist
>>
Health and Safety Committee Member List
>>
Injury/Incident Reporting Checklist
>>
Injury/Incident Procedure
>>
Definitions of Serious Harm
>>
Injury/Incident Investigation Form
Emergency Management
>>
Emergency Contacts
>>
Emergency Management Checklist
>>
Emergency Information for Visitors
>>
Medical Emergency Response
>>
Violence/Personal Threat Emergency Response
>>
Armed Intruders Incident
>>
Intruder Inside Building
>>
Intruder Outside Building
>>
Physical Assault Emergency Response
>>
Missing Child Response
Toolkit for Safer Children – Schools and Communities
Resources
3. Child Abuse
3.1
Family/Whanau Violence
> It’s Not OK Campaign:
>>
Community Action Toolkit to prevent Family Violence
>>
It’s Not OK Information Sheet
>>
Desire to Make a Difference – Action Wheel
>>
Preventing physical and psychological maltreatment of children in families
> Guidelines:
>>
Ministry of Health – Family Violence Intervention Guidelines – Child and Partner Abuse
>>
Children and Domestic Violence: A research overview of the impact on children
>>
Safer Communities – Action Plan to reduce Community Violence and Sexual Violence
>>
Transforming Whanau Violence – a conceptual framework
>>
New Zealand’s efforts to eliminate violence against women
3.2Child Abuse
>>
Breaking the Cycle. Interagency Protocols for Child Abuse Management
>>
Screening, Risk Assessment and Intervention for family violence including child abuse and
neglect
>>
Teachers’ Resource: Child Abuse and Domestic Violence
>>
www.kidpower.org/who-we-serve/preventing-child-abuse.html
3.3 Sexual Abuse
> Guidelines:
>>
Look – Listen – Act. Canterbury Solutions to Sexual Violence
>>
Ending Offending Together – Sexual Abuse Resource
>>
What’s happening with abusive and inappropriate sexual behaviour among year 7 and 8
students? A survey of teachers 2007
>>
Stop it Now! Prevent Child Sexual Abuse
>>
Stop it Now! Let’s talk – Speaking up to prevent child sexual abuse
> STOP Trust:
>>
STOP Children’s Programme
>>
STOP Adolescent Programme
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Resources
4.
Ages and Stages
4.1 Healthy families, young minds and developing brains: enabling all children to reach their potential
5.
Child Abuse and Family Violence Statistics and Information in New Zealand
5.1New Zealand Family Violence Clearinghouse Statistics:
>>
Overview Family Violence Fact Sheet
>>
Family Violence Statistics Fact Sheet
>>
An Agenda for Family Violence Research
>>
Family Violence and Gender Fact Sheet
5.2Other Statistics:
>>
Families Commission – Family Violence Statistics Report August 2009
>>
Statistics New Zealand: Review of crime and Criminal Justice. Statistics Report 2009
>>
A Geographical Perspective: A spatical, demographic and socio-economic analysis of
family violence in Christchurch 6. Training
6.1 Learning and Development Training Calendar for NGO Providers
7.
Bullying
7.1General:
7.2
>>
Bullying Guidelines for Schools
>>
Bullying Information for Schools
>>
Bullying Relevant Policies
>>
Stop Bullying! Guidelines for Schools
>>
www.kidpower.org/who-we-serve/how-to-stop-bullying.html
Kia Kaha:
>>
Kia Kaha – Junior Primary Programme
>>
Kia Kaha – Middle Primary Programme
>>
Kia Kaha – Senior Primary Programme
>>
Kia Kaha – Secondary Programme
>>
www.police.govt.nz/service/yes/downloads.html
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Resources
8. Resources
8.1
General Resources:
>>
DHB Toolkit Interpersonal Violence – To reduce violence in
interpersonal relationships, families, schools and communities
8.2
Resources for Teachers:
>>
Keeping Ourselves Safe (KOS) Programme:
www.police.govt.nz/service/yes/downloads.html
1.
The Keeping Ourselves Safe Kit
2. Keeping Kids Safer Programme
3. All About Me Programme
4. Keeping Ourselves Safe – Freda Briggs Research
5. Confident Kids Teaching Guide
Unit Plans:
>>
Health and Activity Resource Unit 1
>>
Health and Activity Resource Unit 6
>>
Health Module for Years 9-10
>>
Dealing with our Emotions – Unit Plan
>>
Dealing with our Emotions – Goal Sheet
>>
Dealing with our Emotions – Self Assessment Sheet
Other Resources:
>>
Identifying and managing at risk students
>>
Setting Boundaries. Plan of action for addressing behaviour issues in schools and early
childhood centres
>>
Guide for schools working with counsel appointed by the family court to represent
children
Kidpower:
>>
Kidpower for Schools. Build safety & confidence at your school >>
Healthy Relationships. An interactive programme for young people with special needs
>>
Kidpower Colouring Book – Using STOP! Power
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Resources
8.3 Resources for Children and Young People
>>
‘Bursting the Bubble’ Info Material
>>
Children’s Guide to the Family Court
>>
UN Rights of the Child – Child friendly language
>>
UN Rights of the Child – Poster
8.4 Resources for Parents
> SKIP Resources*
>>
Ages and Stages – English version
Nga pakeke me nga wahanga
>>
Managing behaviour for under fives
Te whakahaere whanonga
>>
Children with special needs
Nga tamariki whai matea motuhake
>>
Aroha in Action
* All those SKIP resources are also available online in Samoan, Tongan, Chinese, Hindi, Arabic, Farsi,
Korean, Japanese and Spanish www.skip.org.nz/resources/other-languages/index.html
> Other Resources
8.5
>>
Hot Tips for parents to keep their children safe
>>
Keeping kids safer. A guide book for parents and caregivers
>>
Stop Bullying – Advice for parents and caregivers
Child, Youth and Family Resources
>>
CYFS Who They Are
>>
When we visit
>>
Working with you
>>
Differential Response
>>
Charter for Children and Young People in Care under 12
>>
Charter for Children and Young People in Care over 12
>>
Youth Justice
>>
Everyday families. The 10 things all kids need
>>
Everyone has a role to play in keeping kids safe
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