ChildSafe Australia's Keeping Children and Young people safe - is designed for all people who work with children and young people.

This self-paced online course is designed to provide you with a good understanding of child safety in organisations and your role in creating a safe environment.

Based on the 10 National Principles for child-safe organisation and state child safety standards, ChildSafe's comprehensive training assists everyone to create safer environments for children and young people.

Course overview

After completing this course, you will have an understanding of:

• Why Child Safety is important.

• How organisations can create a culture of safety.

  • Who are children and vulnerable people

  • How to build a culture of safety and care

  • What is your duty of care?

• How organisations and individuals can empower children.

  • Principles of empowerment and inclusion

  • Importance of sexual abuse prevention programs

  • How you can empower children and vulnerable people

• How to involve families and communities.

  • Open communications and engagement

  • Your role in open communications and engagement

• How diversity and equity are promoted and respected.

  • Equitable access and how we can support equity

  • The difference between equality and equity

• How to ensure staff and volunteers are suitable and supported.

  • What are the steps for appointing and screening suitable Safe People like you

  • What policies relate to working with children in your jurisdiction

  • What is the appropriate behaviour of a Safe Team

• How your organisation's policies and practices, and effective complaints management should be accessible and responsive to indicators of abuse and disclosure.

  • What is the impact of abuse and how to respond sensitively to a child or vulnerable person who discloses abuse

  • What constitutes reasonable belief

  • What are the barriers to reporting child abuse and how to be prepared to report child abuse to authorities

• The importance of education and training for staff and volunteers, and how your organisation can ensure that staff and volunteers are able to identify indicators of child harm and respond effectively.

  • What is abuse and the key abuse categories

  • What are the indicators/signs of abuse?

  • Some common myths about abuse

• The importance of managing physical and online environments.

  • The purpose and importance of safety and risk planning

  • Basic risk factors and a scenario for evaluation of risks

  • High risk activities and critical incidents

  • Some risks in an online environment

• How conducting reviews ensures that policies and procedures, including record-keeping practices, are being implemented by staff and volunteers.

  • Importance of reviews to improved implementation

  • How you can support the review and improvement process.

• The need for your organisation to have policies and procedures, documenting how it ensures children’s safety and wellbeing.

  • What is appropriate behaviour and how the Code of Conduct supports and regulates behaviours within the organisation

  • How to build a culture of safety and care

  • How the Code of Conduct can practically address specific situations and disputes

Important: As a result of this training you'll be asked to agree to a code of conduct in dealing with children and vulnerable people.

You will need to go through each of the 10 principles and answer the questions to complete this ChildSafe training.

Principle 1: Culture of Safety is Embedded

This chapter focuses on how you and your organisation can protect children by embedding child safety and wellbeing in its leadership, culture and governance.

In this chapter you will learn

• Who are Children and Vulnerable people

• How to build a culture of safety and care

• What is your duty of care?

 Your organization is responsible for:

• Including and welcoming children and other vulnerable people

• Being accountable for safety

• Risk Management Officers - Creating a culture that values and maintains safety and care

You, as a child facing team member are responsible for;

• Responsible for the safety and care of children and other vulnerable people in your program

• Accountable to your Leader

Who are children and other vulnerable people? 

The main principles in this course will apply to people in all of these groups:

1. Children (all people under the age of 18)

2. People with disabilities, mental health issues and other support needs

3. Culturally and Linguistically Diverse (CALD)

4. Aboriginal and Torres Strait Islanders 

5. Lesbian, Gay, Bisexual, Transgender, Intersex, Queer/Questioning (LGBTIQ+)

6. Frail, aged, bereaved

Building a culture of safety and care

Following a robust framework and your organisation’s child Code of Conduct also protects the staff and volunteers in their respective roles.

Yes, including you.

A code of Conduct is a key mechanism to support safety; we will discuss it later in this module.

How could you help to build a culture of safety and care?

Try following these steps.

Keep in mind that working with children is usually within the context of a team. However, this may vary and local description of your operations with children should be applied here to better define activities.

1. Work with your Leader to build a culture of safety

2. Be proactive in all areas of safety and care

3. As much as possible work with another leader (2-person rule)

4. Treat everyone with respect

5. Involve participants in decisions that affect them, valuing their insight

6. Keep appropriate and private records of programs

Duty of care

is a common law concept that refers to the responsibility to: provide those in our care with an adequate level of protection against harm.

1. 'Duty of care' is usually expressed as a duty to take reasonable care to protect children and vulnerable people from all reasonably foreseeable risk of injury and harm

2. Safety management aims to identify and mitigate the ‘reasonably foreseeable risk’.

However, we cannot state categorically what constitutes your duty of care, because the risks are specific to your program context.

3. It really isn't complicated. By following the Code of Conduct of your organisation (we will discuss it later), and evaluating and managing risks, you should be carrying out your duty of care.

Principle 2: Empowering Children & Vulnerable People

In this chapter is about your organisation engaging with children about their rights, listening to them and taking them seriously.

In this chapter you will learn

• Principles of empowerment and inclusion

• Importance of Sexual Abuse Prevention Programs

• How you can empower children and vulnerable people

 Your organization is responsible for:

• Supporting everyone to understand what child safety and wellbeing is

• Informing children and other vulnerable people about their rights and responsibilities in an age appropriate way

• Ensuring the organisational culture is safe for them and includes them in building this culture

You, as a child facing team member are responsible for;

• Respecting the identity and culture of all

• Developing skills in working with them

• Building on their strengths and capacities             

Children and vulnerable people are safer when valued and celebrated for who they are and their contributions.

It's important to recognise that because of a person's age, or other vulnerability, they can be disempowered and are at greater risk of experiencing harm.

Let's now talk about what you and your organisation can do to empower children and vulnerable people.

Empowerment

Empowerment recognises the strengths of children and vulnerable people and builds on those strengths. Empowering people allows them to become stronger and more confident.

It gives them a greater say in and control of their lives and helps them understand their rights, so they can act on them if needed.

By empowering children and vulnerable people, we can help them to:

• become more resilient

• identify risks and know what to do if they are unsafe

• develop the confidence to seek support if they need it.

Participation 

Participation gives children and vulnerable people opportunities to have their say and to inform the decision-making in your organisation.

This means we need to listen, hear, and respond by making appropriate changes based on what people share. Participation contributes to empowerment when it builds people’s confidence in themselves and the organisations they are connected with. It strengthens relationships and helps people feel valued.

To empower and include children and vulnerable people, we need to make sure they always participate in the decisions that affect their lives. 

Children and vulnerable people should be:

1. free to choose to participate

2. involved in planning decisions

3. heard and included in conversations and activities

4. informed whether a private conversation is confidential or if someone else will need to be told e.g. in a case of abuse

5. informed about their rights

6. encouraged and supported to build strong peer relationships

Sexual Abuse Prevention Programs

Even with the best training and protocols in place, sexual abuse will continue in our community and our organisations.

Sexual Abuse Prevention programs can help children to recognise when abuse is happening and to gain the confidence to talk to someone who can help.

Your organisation is encouraged to consider such a program, where relevant, to build this capacity. 

85% - About 85 percent of children who are victims of sexual abuse know their abuser.

1 IN. 6 - One in six girls and one in eleven boys are sexually abused before they turn 18 years old.

3 X - Sexual abuse is almost three times more likely in children with disabilities.

HALF - Almost half of offences are perpetrated by other children, mostly boys.

Principle 3: Families and communities are informed and involved

This chapter outlines how your organisation involves families and the community in its approach to child safety and wellbeing.

In this chapter you will learn

• Open communications and engagement

• Your role in open communications and engagement

Your organization is responsible for:

• Involving families and the community in its approach to child safety and wellbeing

• Providing relevant policies, practices and information

• Informing families about safeguarding children

• Encouraging feedback and input

You, as a child facing team member are responsible for;

·      Champion attitudes and behaviours that respect the human rights of all children and young people, and are inclusive, well informed and responsive to diverse needs.

·      Participate in training to recognise and respond effectively to children and young people with diverse needs.

Open communication and engagement

Communicating with children, families, caregivers and other stakeholders about your organisation and its child safety practices is a valuable way to include them in the organisations’ operations, providing a level of awareness visibility and confidence.

While not every policy and procedure is required to be shared, there will be certain key policies, procedures and general information, that should be made available 

Your role in Communication

While the primary responsibility is for your organisation to facilitate it,

You too, have a role in supporting this communication

·      Listen to feedback from all stakeholder groups. 

·      Note key messages for the organisation.

·      Collate personal information as required. 

·      Keep this information secure.

Four simple steps to working with caregivers and stakeholders

1. Ensure that you have written permission from caregivers.

2. Ensure registration and medical forms are completed, as required.

3. Listen to feedback from children and their caregivers and pass the information on to your Team Leader(s).

4. Keep private information secure.

Principle 4: Equity is Promoted and Diversity Respected

This chapter outlines how your organisation can be more equitable and inclusive of all children in policy and practice. 

In this chapter you will learn

·      Equitable access and how we can support equity

·      The difference between equality and equity

What are your personal and your organisation's esponsibilities in promoting equity and diversity?

Your organization is responsible for:

·       Acknowledging the strengths and individual characteristics of all people

·      Accepting all regardless of abilities, gender or background     

You, as a child facing team member are responsible for;

• Working in a child-centred way to empower children to participate more effectively

• Providing a culturally safe and inclusive environment to minimise the risk of discrimination, exclusion, bullying and abuse

Inclusive Behaviour

As we’ve already discussed in Principle 1, vulnerable people include all children and some adults:

1. Children (all people under the age of 18)

2. People with disabilities, mental health issues and other support needs

3. Culturally and Linguistically Diverse (CALD)

4. Aboriginal and Torres Strait Islanders 

5. Lesbian, Gay, Bisexual, Transgender, Intersex, Queer/Questioning (LGBTIQ+)

6. Frail, aged, bereaved

Aboriginal and Torres Strait Islander children 

This standard also focuses on how you and your organisation can establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal and Torres Strait Islander children and young people are respected and valued.

How can you support Cultural Safety?

1. Learn about Cultural Safety

2. To encourage children to express their culture and enjoy their cultural rights.

3. Understand the importance of Aboriginal culture to the safety and wellbeing of Aboriginal children.

What is Cultural Safety?

Cultural safety for Aboriginal children has been defined as:

"the child being provided with a safe, nurturing and positive environment where they are comfortable with being themselves, expressing their culture… their spiritual and belief systems, and they are supported by the carer… (who) respects their Aboriginality and therefore encourages their sense of self and identity".

SNAICC(opens in a new tab), Cultural Safety, 2021

All children should feel safe and be safe when participating in your organisation. This includes Aboriginal and Torres Strait Islander children.

Being able to express their cultural identity makes Aboriginal and Torres Strait Islander children stronger and safer. 

This is important for many reasons. In the context of preventing child abuse, it is important because when Aboriginal and Torres Strait Islander children do not feel safe to be themselves and express their culture, the risk they will be abused by others increases and they may be less willing to report abuse.

How can you foster a culturally safe environment for Aboriginal and Torres Strait Islander children and their families?

 1. Learn about Aboriginal cultures

2. Make sure children and their family feel welcome and included

3. Recognise and celebrate Aboriginal peoples, their achievements, communities and cultures

4. Take complaints about racism seriously and respond to them.

5. Provide a supportive environment for Aboriginal children that recognises each person is unique, with their own characteristics, strengths and challenges.

6. Support children to express their culture and enjoy their cultural rights.

A culture of safety and care enables all people to participate with equal access to programs and facilities.

Adjustments may need to be made to enable equitable access.

Equity is not the same as Equality

How are they different?

Equality means each individual or group of people is given the same resources or opportunities. 

Equity recognises that each person has different circumstances and allocates the resources and opportunities needed to reach an equal outcome. 

Supporting equity is about following steps like:

1.      Be flexible and creative in your programs 

2.    Provide extra resources where necessary 

3.    Keep instructions clear of jargon 

4.    Find out about cultural differences and expectations

Principle 5: Staff and Volunteers are suitable and supported

This chapter focuses on the need for your organisation to recruit suitable people and support them to value child safety and wellbeing.

In this chapter you will learn

• What are the steps for appointing and screening suitable Safe People like you

• What policies relate to working with children in your jurisdiction

• What is the appropriate behaviour of a Safe Team

Your organization is responsible for:

• Recruitment

• Staff development

• Screening

• Training and supervision of staff and volunteers  

 You, as a child facing team member are responsible for;

• Understanding the child safety policies and procedures of your organisation, which include screening

• Submitting to screening and induction to your role

• Responsibilities to children including appropriate information sharing and secure record keeping

Safe People

Great care must be taken in the appointment of Team Members by following child-safe procedures.

Recruiting suitable leaders is a major responsibility as some people are unsuitable for work with children or other vulnerable people. 

A robust appointment process

A robust appointment process should be implemented to navigate people through appropriate checks. All leaders should be subject to it.

And it should include these five elements within it:

Application

An organisation's application provides personal details, and can consolidate all the 5 screening elements.

Working With Children Check

A check conducted by a statutory body and required by legislation in your jurisdiction. These vary by state and territory and by country. They generally involve criminal history checking conducted by a government body or police.

References

Referees should know the applicant well and be able to vouch for their suitability to work with vulnerable people, and as part of a team. They should generally not be family.

Sign Policy

Part of the application should include an applicant reading, understanding, and signing off on the child safety policy and code of conduct, affirming their commitment to these key safety drivers.

Interview

An interview with the organisation is appropriate to discover an applicants suitability, skills and motivations.

Working with Children checks around Australia

A review of someone’s prosecution history is vital.

Working With Children Check card or a police check, according to jurisdiction requirements, is required.

However, the WWCC card or police check does not in itself qualify someone’s suitability for working with children.

Each state has its own WWCC system.

Note: State Screening systems are NOT interconnected. It should not be relied on as a sole screening tool. 

How does a Safe Team behave?

• Are accountable to the leader and to each other, but is prepared to speak up if necessary.

• Has clearly defined and manageable roles.

• Commits to regular training

• Puts the needs of the children and vulnerable people first.

• Holds each other accountable consistent with the Code of Practice.

• Is accountable to the organisation, caregivers and the community.

• And would ideally have at least two responsible appointed leaders.

Principle 6: Processes for complaints and concerns are child focused

This chapter focuses on how your organisation's policies and practices should support effective complaints management that is clear and accessible.

In this chapter you will learn

• That complaints are to be taken seriously and responded to promptly and thoroughly.

• The importance of effective complaint-handling processes that are understood by children and young people, families, staff and volunteers and are culturally safe.

• How to respond to a disclosure of harm or abuse.

 What are your and your organisation's responsibilities for effective complaint handling and reporting?

 Your organisation is responsible for;

·  Providing an accessible, child-focused complaint handling policy

·  Clear processes that outline how to respond to breaches of the Code of Conduct

·  Ensuring reporting obligations are met 

You, as a child facing team member are responsible for;

·  Take feedback and complaints seriously and respond according to your organisation's processes.

·  Attending relevant training to recognise signs of harm, respond to disclosures of abuse, and to meet legal requirements.

·  Meeting reporting obligations, including disclosures of harm and suspected abuse   

Content Warning 

This Chapter frankly discusses issues of abuse and how to respond. Exploring and understanding these topics may be confronting and for some trauma inducing. 

For further support, contact:

Lifeline(opens in a new tab) 13 11 14

Beyond Blue(opens in a new tab) 1300 22 4636

1800RESPECT(opens in a new tab) 1800 737 732

"Every organisation working with children and young people—no matter their size—has the same obligations to respond effectively to complaints that affect children, whether initiated by a child or young person directly, or by an adult on their behalf."

- National Office for Child Safety

What is a complaint?

The term ‘complaint’ should be interpreted broadly. It can include expressions of dissatisfaction about an organisation related to one or more of the following:

• its services or dealings with individuals

• allegations about the conduct of its staff, volunteers or other individuals engaged by the organisation

• allegations about the conduct of another child or young person at the organisation

• the handling of a prior concern.

Your organisation's complaint handling processes should seek to achieve the following:

1. Children and young people's rights, safety and well-being are promoted.

2. Complaint-handling system is accessible and responsive to the needs of all children and young people and their parents/ carers.

3. Complaints are dealt with promptly, thoroughly and fairly.

Children and vulnerable people, parents, staff and volunteers need to know;

•what they can complain about,

•how to make a complaint, and

•who to make that complaint to

 How can you help ensure children and vulnerable people are supported to raise complaints or concerns:

·      Provide multiple ways to make a complaint. 

·      Be responsive to all complaints and concerns, no matter how small or large.

·      Do not just rely on written or online information; verbal communication is also important. 

·      Make information about the complaints process available in a variety of formats and languages as needed 

·      Give clear and simple messages about making a complaint and the process.  

Barriers to making a complaint.

It should be easy for any child or vulnerable person to make a complaint, irrespective of their age, gender, abilities or social, economic or cultural background. Some people who may feel more left out, or face greater barriers in having a say, might be reluctant to make a complaint or need more help.

An organisation’s complaint-handling system needs to be flexible and responsive to the particular needs of people from a diverse range of backgrounds and to other factors that could make them harder to reach or more vulnerable, such as:

• Those who have experienced trauma, e.g. children and young people in out-of-home care  

• Lesbian, gay, bisexual, transgender and intersex individuals 

• Those living in rural and remote locations  

• Aboriginal and Torres Strait Islander children and families  

• Individuals with a disability 

• People from diverse cultural backgrounds and faiths 

 Prioritising safety is critical to a child-focused complaints process.

This means that organisations must identify any risks to children and young people arising from a complaint and act quickly to manage them. It is important that you follow your organisation's complaints processes to ensure:

• Safety

• Reporting and record-keeping obligations are met, and;

• The well-being of those involved, including listening to and respecting the child or young person's views.

Responding sensitively to indicators of abuse or a disclosure

Reporting and disclosing

May choose to disclose intentionally – however children are more likely to disclose accidently.

Listen carefully – don’t try to council

Tell them you believe them

Don’t ask leading questions or investigate the claims, as this may compromise subsequent investigations by qualified people.

Let them know it’s not their fault. Children are likely to blame themselves.

Don’t promise not to tell anyone. Let them know that you will have to tell someone so that they can help stop the abuse.

Tell them you are pleased that they told you.

Stay with me if I’m upset, or until I’ve said everything I need to.

If its disclosed to you – be prepared to report this to the correct authorities in your jurisdiction. Also report to your direct leader to that they can action the report without delaying. If you’re not happy with their response or they are the abuser report to your co-ordinator immediately.

If a child or vulnerable person discloses to you:

• Tell them you believe them and that they were right to tell you

• Let them know it’s not their fault. They may be likely to blame themselves

• Let them know that you will report this to someone else who can help (how you do this is likely to be influenced by the person’s age)

• Stay calm. Be mindful of your facial expressions and body language

• Listen carefully. Don't try to counsel.

• Do not ask leading questions to investigate the claims, as this may compromise subsequent investigations by qualified people

• Stay with them if they’re upset and until they’ve said all that they wish to say

• Report to your team leader as soon as possible

• Write down their statement ‘word for word’ as soon as you can

• Keep all confidential information secure and private

• Report to any external authority as required. (Your leader and organisation should describe this process clearly)

 Reporting Harm and Abuse.

Let's look at how we respond to complaints and when a report to child protection authorities should be made.

(In the next chapter we will look in more detail at the different forms of abuse and indicators of harm.)

What is the test to report child abuse?

• Clear evidence - No. You don't need clear evidence to report child abuse.

• Beyond reasonable doubt - No. You don't need evidence beyond reasonable doubt to report child abuse.

• Reasonable belief - Yes. If you have formed 'reasonable belief', it is all you need to report child abuse.

Reasonable Belief (or reasonable suspicion) can be defined as:

"forming a belief that a defined abuse has been committed against a child, with some objective basis for the belief."

A ‘reasonable belief’ might be formed when:

• A child states that they have been abused

• A child states that they know someone who has been abused 

• Someone who knows a child states that the child has been abused

• Signs of abuse leads to a belief that the child has been abused, and there is no other satisfactory explanation

• Professional observations of the child’s behaviour or development leads a mandated professional to a belief that the child has been abused

When reporting child abuse:

Do you need permission?

You do not need permission from parents or caregivers to report, nor do you need to inform them that you are reporting.

What if you are unsure?

If you are unsure whether you have reasonable grounds to report, contact your local authorities and discuss your concerns

Do you need to advise someone?

Any report should also be advised to the organisation so they can be aware and provide support to you and the alleged victim as appropriate to the situation, in the context of the organisation relationship.

Barriers to reporting child abuse

What are common barriers to reporting child abuse?

When reporting child abuse, these are common barriers that people experience and need to overcome:

• Fear of personal and legal recrimination

• Wanting to give the alleged abuser, maybe a colleague, the benefit of the doubt

• Fear of being wrong

• Fear of getting involved

• Feeling that it’s too difficult

• Feeling that it will involve more work

• Feeling that you haven’t had enough training to deal with it

• Thinking that protecting the child or vulnerable person is the responsibility of parents or primary carer

• Not knowing what to do

• Not trusting the ‘system’

• Thinking it is optional

The best way to overcome these barriers is to be prepared.

When reporting directly to an external authority, you need to know the reporting process in your jurisdiction.

Review the link here(opens in a new tab)  and/or click below to download the document for future reference.

And once again, if you need support to deal with these difficult issues, please look after yourself and contact Lifeline(opens in a new tab) for help.

Principle 7: Staff and Volunteers are Provided Skills and Awareness through Training

This chapter focuses on the importance of education and training for staff and volunteers and how your organisation can ensure that staff and volunteers can identify indicators of child harm and respond effectively.

In this Chapter, you will learn: 

• What is harm and abuse and the key harm and abuse categories 

• Indicators and signs of harm and abuse 

• Some common myths about harm and abuse

 Your organisation is responsible for;

• Effective safety practices supporting the rights of vulnerable people.

• Record keeping 

You, as a child facing team member are responsible for;

• Attending relevant training to recognise and respond to harm and abuse and to meet legal requirements.

• Keeping yourself informed of current issues

• Being able to identify indicators of child harm

• Responding effectively

• Responding in culturally appropriate ways

• Supporting colleagues

Content Warning 

This Chapter frankly discusses issues of abuse and how to respond. Exploring and understanding these topics may be confronting, and for some trauma inducing. 

For further support, contact:

Lifeline 13 11 14

Beyond Blue 1300 22 4636

1800RESPECT 1800 737 732

What is harm and abuse?

Harm and abuse is an act that endangers physical or emotional health or development - things people do or things they fail to do.

• Harm and abuse occur when those in positions of trust and power misuse their power to harm children and other vulnerable people.

• May be a single incident or many incidents over a period of time.

• It happens in homes, churches, sports clubs, and schools. It could happen anywhere.  

• Perpetrators could be community leaders, family, friends, teachers, neighbours, coaches, people you know and love.

We all have a part to play in providing safe places for children to flourish.

Many children are still at risk of maltreatment in familial, institutional and community settings. All children and young people can be susceptible to harm, regardless of their age, cultural context, class, education, income, ethnic origin and disability.

Trauma and abuse have long-term effects on individuals, extending to parents, siblings, partners, carers, children and the community. Effects may be seen in mental health, difficulties with interpersonal relationships and impacts on education, employment and economic security. Impacts are felt on physical health, social well-being, culture, spirituality and sexual behaviour.

It's important that those who work with children and vulnerable people have an awareness of child abuse and the indicators that a child or young person may be at risk of harm so that we can help to protect them and prevent them from experiencing further harm.

Understanding Harm and Abuse

 In this chapter we will identify the physical and behavioural indicators of 6 types of harm and abuse:

Raising your awareness of these types of harm and abuse will help you to:

• ·Identify harm and abuse and its nature

• Recognise its indicators

• Have confidence to report the abuse 

• Recognise that a single indicator, does not necessarily mean that abuse has occurred  

Emotional (psychological) and spiritual abuse

Physical indicators

• Speech disorders

• Delays in physical development

• Failure to thrive

Behavioural indicators

• Low self-esteem

• Unexplained mood swings

• Age-inappropriate behaviours (eg, overly adult or overly infantile

• Withdrawn

Spiritual abuse

Physical indicators

• Highly anxious

• Difficulty relating to adults and peers

• Running away

• Stealing and lying

Behavioural indicators

• Conformist or dogmatic

• No opinions or ideas of their own

• Overly submissive to authority

Neglect

Don’t get the basic necessities for life, food, clothing and shelter

• Physical indicators

• Frequent hunger

• Malnutrition

• Poor hygiene

• Inappropriate clothing

• Children unsupervised for long periods

• Medical needs not attended to

• Appearing ill-cared for or unhappy

Behavioural indicators

• Stealing food

• Staying at school outside school hours

• Abusing alcohol or drugs

• Aggressive behaviour

• Not relating well to peers

• Indiscriminate with affection

• Withdrawn or aggressive

Physical abuse

Physical indicators

• Bruises

• Burns

• Sprains

• Bits

• Cut and welts

• Fractured bones

• Internal or shaking injuries

• Unexplained or hidden injuries

• Lack of medical attention

Behavioural indicators

• No emotion when hurt

• Unlikely explanation for injuries

• Long sleeved clothes

• Fear of parents of carers

• Fear of going home

• Fearful

• Excessively friendly

• Nervous, Hyperactive

• Disruptive towards others

Sexual abuse

Physical indicators

• Injury to genital or rectal area

• Vaginal or anal bleeding or discharge

• Discomfort urinating/defecating

• Sexually transmitted disease

• Frequent UTI’s

• Bruising/injuries to breast, buttocks and thighs

• ·Anxiety related illness e.g. anorexia & bulimia

Behavioural indicators

• Age-inappropriate sexual activity

• Regressive behaviour

• Aggressive behaviour

• Self-injurious behaviour eg. Drug/alcohol abuse, prostitution, self mutilation

• Frequent rocking, sucking and biting

• Signs of depression

• Headaches or stomach pains

• Sexually explicit /age inappropriate drawings and stories

• Difficulty relating to adults/peers

• Secretive relationships with adults or children

Family violence

Physical indicators

• Cutting or self-injury

• Anxiety-related conditions e.g. anorexia & bulimia

• Lack of care for appearance/health

Behavioural indicators

• Separation/Stranger anxiety

• Regressive behaviours

• Insomnia

• School truancy

• Self Blame

• Substance Abuse

Bullying and Harassment

What is bullying?

Bullying and harassment are particular forms of abuse.

• When children and vulnerable people gather together, it is possible that some will bully or harass others.

•  Bullying and harassment are patterns of behaviour that, if allowed to go uncorrected, can have serious consequences for the victim, as well as the bully or harasser.

Physical indicators include:

• Bruises, scratches or cuts that the person is not able to explain

• Torn or missing clothing or other belongings, and

• Appearance of unhappiness, distress, or withdrawal

Behavioural indicators include:

• Reluctance to speak in front of others or eliciting snide remarks when they do

• Anxiety about going to the place where the bullying occurs

• Signs of anxiety, such as nightmares or headaches

• Unexplained anger at family or close friends

• Depression, sadness, threats of or attempts at suicide

• Extra money wanted without a good reason

• Last person to be chosen by peers

• Tendency to be drawn into conflict but then floundering

• Propensity for being at the centre of fights and being blamed for starting them, even though they may be physically small

Myths and facts

Sometimes we are unaware of the facts surrounding child harm and abuse because of ignorance or sustained myths.

It is useful to remind ourselves of these so we don’t form unconscious biases when dealing with such difficult subjects. 

Common myths about child harm and abuse.

• If a child claims to have been abused they are usually lying.   98% are found to be true

• Most children are abused by strangers or people they don’t know very well. – mostly known

• A child will always tell someone if they are being abused – 1 in 3 adults would not believe children

• It is only considered abuse when physical violence is involved - Physical force is usually unnecessary in sexual abuse becuase of the power and authority of the abuser.

• Sexual abuse of children and vulnerable people is confined to poor and dysfunctional families - sexual abuse occures in all racial, cultural and socio-economic groups

• Sex offenders re always older men – 71% under 35 yrs and knew the victim at lease casually

• Most sexual abuse if a one off isolated event – most continues for years.

  We now ask you to consider the following statements.

• Abuse of children means they are abused by adults not other children – MYTH

  False: Between an estimated 35-45% of abuse offences are now by other children, mostly boys. It is correct however, that some child-abuse legislation is only framed around adults. 

• Child sexual offenders are often men – FACT

  True: They are most likely to be men, but 

  False: The average age is 30 years.

• Abuse of children with a disability is close to the average for all children – MYTH

  False: While definitive statistics have not been commonly recorded, studies consistently show abuse of disabled children is some 2.5 to 3 times more likely for disabled children.

• If a child claims to have been abused, it is usually true – FACT

  True: Children rarely lie when disclosing sexual assault. In 98% of reports by children, their statements are found to be true.

• Most children are usually abused by people they don’t know well – MYTH

  False: According to an Australian study of children under 15 years, 11.1 % were victimised by a stranger.

  More commonly, child sexual abuse was perpetrated by a male relative, excluding father or stepfather (30.2%), a family friend (16.3%), an acquaintance, neighbour or other known person (30.9%), or the father or stepfather (13.5%).

Child-to-child harm and children with harmful sexual behaviours

Children develop sexually and display sexual behaviours throughout childhood as a normal part of growing up.

It’s important to know how to distinguish between healthy and harmful sexual behaviours, and when to intervene.

Sexual behaviours expressed by children and young people under the age of 18 years old that are developmentally inappropriate, may be harmful towards self or others, or be abusive to another child, young person or adult.

We can determine whether a child’s sexual behaviours are harmful by considering how much they differ from healthy developmental expectations, as well as by examining the context of the behaviours, their severity, and the impact on others.

Typical Sexual Behaviour

Typical sexual behaviour in children is curious, light-hearted and spontaneous.

It may involve:

1. Exploring bodies, gender roles and behaviours.

2. Engaging with children of similar ages, developmental stage, and physical size, such as siblings and friends. They are voluntary.

3. Following developmental and age appropriate guidelines.

4. Observe rules regarding personal space and boundaries.

5. Involve behaviours limited in type, frequency, intensity and are not intrusive.

6. Being generally curious in nature, including of the body and sex.

7. Expressing sexuality in a child-like way.

8. Responding to gentle redirection and typical parenting or behaviour strategies.

9. Experiencing feelings of embarrassment or guilt.

Harmful Sexual Behaviours

Harmful sexual behaviours (problematic or abusive) are intrusive, aggressive, and excessive. 

It may involve:

1. Engaging other children dissimilar in age, developmental stage or physical size, such as siblings and children who are not friends and might involve adults and animals. 

2. Displaying inappropriate behaviours for their developmental stage and/or age. 

3. Using coercion, force, bribery, manipulation, threats. It can be involuntary eliciting complaints or affects other children. 

4. Disregarding rules on personal space or boundaries.

5. Displaying behaviours not limited to type or frequency. They are intensity driven and intrusive. 

6. Focusing on sexualising nonsexual things. Children may also sexualise and romanticise relationships. 

7. Expressing sexuality in adult ways, with detailed and specific sexual knowledge.

8. Using sexual behaviour to combat feelings of loneliness or stress, to hurt others or when angry or aggressive.

9. Being unresponsive to gentle redirection or typical parenting strategies.

10. Experiencing limited feelings of embarrassment or guilt.

Definitions

Children and young people have the right to be safe and protected from harm at all times and as part of your organisation. Activities should be adequately supervised, and children should display appropriate behaviours.

If young children display developmentally appropriate typical sexual behaviour, it is suitable to calmly ask the child to stop and then re-direct their behaviour. If a child shows concerning or harmful behaviour or does not respond to re-direction, you can discuss your concerns with your oversight so that the child, family, and anyone else affected can be supported.

Children with harmful sexual behaviours

The term ‘children with harmful sexual behaviours’

refers to children and young people under 18 years who have behaviours that fall across a spectrum of problem sexual behaviours, including those that are problematic to the child’s own development, as well as those that are coercive, sexually aggressive and predatory towards others. The term ‘harmful sexual behaviours’ recognises the seriousness of these behaviours and the significant impact they have on victims.

Problematic sexual behaviour

‘Problematic sexual behaviour’ is sexual behaviour that fall outside the normal or age-appropriate range for younger children. These may or may not result in harm to another person. Problematic sexual behaviours by young children may be an indicator of them having been harmed themselves and may place the child displaying such behaviours at risk of sexual exploitation. 

Sexual offending

‘Sexual offending’ is sexual behaviour that falls within the definition of a sexual offence, where the child could be held criminally responsible for their conduct. In Australia, children aged 10 and over can potentially be charged with a sexual offence. 

What is Grooming?

Grooming is a manipulative process used by abusers to gain the family’s and victim’s trust and get access to the child.

Grooming Behaviours usually involve:

• A process of building trust

• Targeting the individual, the caregiver and organisation

• Looking like normal caring behaviour

• Personal contact and/or online gaining trust with the victim (and family)

• Filling a child’s unmet needs

• Giving the child special attention

• Isolating the victim

• Sexualising the relationship

• Maintaining control

More facts about grooming:

• Sexual abuse of children and vulnerable people is usually carefully planned

• The grooming process creates conditions in which the abuse can occur without detection

• The grooming process can take a matter of minutes or last for several years. One to two years is common, giving the perpetrator time to become involved in the organisation and be accepted.  

• There is always a context of secrecy and power imbalance.

Is this Grooming?

Brett is a member of a youth group. Jeff, one of the adult organisers, shares some similar interests with him.

Brett and Jeff have built a friendship. On occasion they’ve been on the same team. – NO

Jeff soon initiates touching, tickling and driving Brett home after events - YES

Principle 8: Physical and Online Environments Promote Wellbeing and Minimise Harm 

This chapter looks at the importance of managing and documenting risks in physical and online environments to reduce harm to children. 

In this Chapter, you will learn:

• The purpose and importance of safety and risk planning 

• Basic risk factors and a scenario for evaluation of risks 

• High risk activities and critical incidents 

• Some risks in an online environment

 What are your and your organisation's responsibilities in promoting well-being & minimising harm and abuse?

Your organisation is responsible for;

• Providing a safe place for all

• Ensuring that risk management strategies are in place

• Training about expectations of online behaviour    

 You, as a child facing team member are responsible for;

• Promoting safety and wellbeing

• Attending training

• Inputting to, and complying with risk management strategies     

Managing safety & risk

We can’t just hope for a safe program.

Each program includes potential risks that will need managing. All leaders are responsible for the safety management process.

You’ll need to plan your programs with your relevant leaders and identify the likelihood of risks, their consequences and how you will mitigate them.

ChildSafe considers risk more holistically than just in the context of child abuse.

Identifying risks

Assessing risks

What types of risks do we consider when planning activities

• Physical injury

• Allergic reactions

• Danger to life

• Emotional harm

• Risk of abuse

It’s vital to think about safety continuously and work towards a culture of safety and care because all of us are responsible for the safety and care of children. 

Your program and activity choices need to be made keeping the participant group’s capability and risk profile in mind.

• ask your leader to help you plan 

• take into account age appropriateness 

• have clear boundaries and rules to ensure participants can engage in activities safely 

• be willing to drop an activity if you sense it’s not working safely, or is making participants feel angry or isolated 

• put in extra planning and support measures when an activity has extra challenges 

Higher Risk Activities

Higher Risk Activities come with associated or elevated risk that should be evaluated from several angles before proceeding.

You must:

• Not supervise higher-risk activities without relevant qualifications

• Have organisational approval to proceed 

• Be aware ALL participants are capable of participating in the activity by providing the necessary support 

• Be aware that a venue is fit and conditions acceptable for a planned higher-risk activity

 While these topics will not be dealt with in this training, important questions need to be asked for any activity planning where these occur as part of your duty of care.

Examples include

• Health and First Aid 

• Food handling 

• Driving and transportation

• Swimming

• Outdoor activities

• Persons with disabilities

Incidents

You have a duty of care to ensure that all vulnerable people in your care are kept safe from harm and from all reasonably foreseeable risk of injury.

No matter how minor an incident;

• You MUST report it to your Leader

• You may need to complete an Incident Report 

 Most incidents are the result

of these three types of causes,

often in combination:

Keeping in mind the 3 most common incident causes:

• unsafe conditions

• unsafe acts

• errors of judgement,

Think about a program in which you might be involved in or lead:

(Write down your answers in a notebook.)

• What could go wrong?

• What types of risks do you need to consider when planning a program?

• What context-specific issues might be relevant to your program?

Incidents may include:

• Accidents

• Property damage

• Near misses

• Major disruptions to the program

• Child (or vulnerable person) abuse issues

Critical Incidents

A critical incident is a serious situation that is far beyond what is normal or expected.

A critical incident is a serious situation that is far beyond what is normal or expected. It is possible that a critical incident may occur during your program or event.

Being likely to require assistance from outside your immediate program team, you need to be prepared for such a situation.

Incidents

Incident (Noun)

An undesired event that results or could have resulted in harm, damage or loss.

 Most incidents are cause by these three conditions

• Unsafe conditions

• Unsafe acts by participants

• Errors of judgement on the part of the leader

 A Critical incident is an event where the consequences are severe, traumatic or require an emergency response.

Serious vehicle accident, loss or a significantly injured participant, a natural tragedy or bush fire, significant violence between participants, sexual assault or a participant engaging in self harm, or a suicidal participant. (attempted or actual suicide)

How we respond is really important

How to respond

• Ensure that the children and vulnerable people feel safe.

• Provide for their immediate needs.

• Communicate with the children and vulnerable people.

• Reunite them with their family as soon as practical

• Protect them from exposure to the media.

How we respond to a critical incident is really important.

Here’s how you should care for children and vulnerable people if a critical incident does occur: 

• Ensure that those in your care feel safe – remove them from the danger.

• Accept regressive behaviour e.g. thumb-sucking, tears, cuddles 

• Protect them from exposure to the media 

• Involve the person – give them simple tasks or activities to normalise the situation

• Provide for their immediate needs – food, water, toilets

• Communicate with them – keep them informed

Yes, that's right, all these conditions could create risks for injury, accident or other harm in this situation.

A range of risks leading to injury, accident or other critical incidents, could include the following and more:

• Bodily impact into each other, accelerated by rain

• Head injury and/or concussion .

• Bleeding from impact or injury

• Injury sustained from shoes, while jumping

• Eye injury sustained from wearing glasses

• Torn ligament

• Effect from allowing any age interact at once

Remember:

Do not leave any vulnerable person alone at any time in a critical incident, until reunited with their family.

Follow your Team Leader’s directions 

Online Safety

Online interactions can place children and vulnerable people at risk of cyberbulling, unwanted contact or grooming, exposure to inappropriate or harmful content. 

Your organisation's policies, procedures and code of conduct should address both physical and online environments, including:

• Guidance on boundaries for online interactions between staff, volunteers and children

• Social media and photography guidelines

• Communication via social media, texting and emails

• Information privacy

• Access to the internet or devices during your programs or activities

Children and inappropriate or harmful content

Children may discover online harmful content online unintentionally, or they may go looking for it. Children may be exposed to pornography, sexual images, violence, hate speech, bullying and abuse.

Did you know?

That 44% of children (age 9-16 years) had seen sexual images in the past month

Online Safety is another topic we aren't going to cover in detail in this course, however,
as a Team Member, you should have a basic idea of online risks and/or contribute to the risk assessment process. 

How can you help children and vulnerable people to be safe online?

• Encourage them to ask for help if they see something online that makes them feel worried or uncomfortable 

• Encourage them to be kind to others, being mean online is not ok 

• Teach them to be careful with their private information 

• Educate them about being safe online

• Enable security and privacy settings on devices

• Encourage them to be wise, not everything or everyone online should be trusted

To learn more about online safety follow this link to the eSafety website

Principle 9: Regular Reviews Improve Implementation

This chapter outlines how your organisation can conduct reviews to ensure that policies and procedures, including record-keeping practices, are being implemented by staff and volunteers.

In this Chapter, you will learn:

·      Importance of reviews to improved implementation

·      How you can support the review and improvement process 

What are your and your organisation's responsibilities  in the review processes that support the interests of children?

Your organisation is responsible for;

• Continuous improvement of their delivery of child safe services and operations

• Conducting reviews to ensure that policies and procedures are followed

• Ensuring record keeping practices are implemented

• Reporting on the findings of reviews

• Addressing new challenges and concerns that arise

You, as a child facing team member are responsible for;

• Supporting reviews                 

• Keeping good records  

Child safe organisations seek to continuously improve their delivery of child safe services and operations.

To be able to continuously improve their delivery of child-safe services and operations, your organisation should conduct reviews to ensure that organisational policies and procedures, including record-keeping practices, are being implemented by staff and volunteers.

Key activities and indicators that this Child Safe is upheld are:

• The organisation regularly reviews, evaluates and improves child safe practices, and

• Seeks the participation of children and young people, parents and community in its regular reviews

• Child safety and wellbeing indicators are included in documentation used for reviews.

• Review outcomes are considered and implemented to improve child safe practices.

• Complaints, concerns and safety incidents are analysed regularly to identify causes and systemic failures so as to inform continuous improvement.

• The organisation reports on the findings of relevant reviews to staff and volunteers, community and families and children and young people. 

 Your role in the review and improvement process

While the primary responsibility is for your organisation to facilitate it, you too, have a role in supporting the review and improvement process.

• Include caregivers, children and other vulnerable people in providing feedback

• Use a variety of feedback tools e.g. simple language, visuals, specific examples.

• Participate in debriefing after your program 

• Reflect on your program and what you can learn from it 

• Be sure to complete accurate incident report when required by your Team Leader.

When we put safety and well-being of children first we are always looking for ways to improve.

Principle 10: Policies and procedures, promoting safety

This chapter focuses on the need for your organisation to have policies and procedures documenting how it ensures children’s safety and well-being. 

In this chapter, you will learn:

• What is appropriate behaviour and how the Code of Conduct supports and regulates behaviours within the organisation

• How to build a culture of safety and care

• How the Code of Conduct can practically address specific situations and disputes

 What are your and your organisation's responsibilities? 

 Your organisation is responsible for;

• Having a clearly documented child safety and well-being policy

• Making this policy available to all

• Ensuring partner agencies follow these practices

• Evaluating how well policies are followed

You, as a child facing team member are responsible for;

· Consistently applying these child safe practices

Code of Conduct

A child-safe Code of Conduct is essential, amongst an array of policies and procedures an organisation will have, to support child safety and provide safer environments.

The Code of Conduct enables you to support the rights of children and vulnerable people, providing a safe environment for all.

This module will review a Code of Conduct appropriate to working with and caring for children and vulnerable people in a community organisation environment.

Your organisation should have its own specific Code of Conduct that will likely mirror many of the key elements here.

Leadership is a position of power and influence over others.

This can sometimes be abused.

A Code of Conduct offers a safeguard against abuse of positional power, providing boundaries for appropriate behaviour.

Appropriate behaviour

What we do as leaders must reflect that we believe children and vulnerable people are valued and deserve to be treated with respect and dignity.

To do this:

• We treat all participants with respect and take notice of their reactions to our tone of voice and manner

• We don’t find ourselves alone with a child.

• We do not enter the sleeping accommodation of members of the opposite gender except in emergencies.

• We should remain visible to another adult in private conversations with a child. 

• We respect the privacy of situations where children or vulnerable people are changing, showering or using the toilet.

Language

It’s important to use language that affirms the participants' worth, dignity and significance.

Speak to others as people of value.

In attempts at humour, negative or critical language is to be avoided.

Jokes shouldn’t be made at the expense of others, as this erodes the sense of safety and care. 

When Speaking

• Don’t use derogatory language towards other leaders or participants, even sarcastically or as a joke 

• Don’t use ‘in jokes’, negative language, put-downs or sexist language with other leaders or participants

• Don’t speak down to children or vulnerable people in a superior way 

Physical Contact

• Physical contact can be a positive expression of care, but not all children or vulnerable people welcome it.

• It is your responsibility to be alert and ensure all contact is appropriate, open, and never secretive.

• Any physical contact should only respond to the person’s needs, have their permission, and respect resistance.

• It must be suitable for their age and development, avoid private areas, and be visible to others.

• Sideways contact (e.g. around the shoulders) is more appropriate than around the waist.

• Affection may be natural at times, but should never occur in private.

• Corporal punishment is never allowed. Physical restraint is only acceptable to prevent harm, stop fights or bullying, or avoid accidents, and must always be reasonable and lawful..

Program style

• Children and vulnerable people aren’t always aware of the risks associated with certain activities. 

• Your program and activity choices need to be made, keeping the participant group’s capability and risk profile in mind. 

• The chosen activities will speak loudly about the values you and your organisation hold.

Inclusive programs

• Leaders should be sensitive to different cultures, family traditions, and authority structures, and show respect at all times.

• Avoid ignorant, biased, or ridiculing comments and never use discriminatory language or actions.

• Physical contact must always be appropriate and culturally sensitive.

• Programs should be inclusive of children and vulnerable people, including those with special needs such as disabilities or autism.

• Inclusion is driven by a positive attitude, willingness to learn, and seeing each person’s potential.

• Encourage participation, share responsibilities, listen to what participants want, adapt activities creatively, allow space to move, and provide one-on-one support and privacy when needed.

• Additional adult help may be required to ensure everyone is supported safely and respectfully.

Child safe ratios

• Every program must have enough adult leaders to safely supervise participants.

• The recommended ratio is no more than 1 adult to 8 children, and lower ratios are needed when working with younger children or people with special needs.

• Some organisations choose even lower ratios to improve safety and relationship building.

• Always ensure the number of leaders is appropriate for the activity, the age, and the needs of the participants.

Privacy and Social media 

• Keep a record

• Communicate openly

• Abide by the guidelines set by your organisation

• Ensure the family or carers grant permission for people under 18

Dispute Resolution

The Code of Conduct is an objective standard everyone should abide by.

If people operate outside of this, they can expect to be held to account, including you.

Team Members, participants and other leaders should all be encouraged to work within it.

The organisation should manage any dispute arising in accordance with their dispute process and subject to the code. You will receive a separate link with the Code of Conduct for OurChurch to sign.