Advocacy for All Parties in the Child's Best Interests
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Lynn's 2020 Vision
ESSEX MEDIA GROUP PERSONS OF THE YEAR TO BE CELEBRATED TUESDAY. PAGE A4. FRIDAY, JANUARY 10, 2020 LYNN’S 2020 VISION BY GAYLA CAWLEY The City of Lynn’s 18 elected of cials were asked what his or her top priority is for the next two years, and how they plan to meet those goals. Their priorities included new schools, public safety, and development. Answers were edited for space. THOMAS M. MCGEE DARREN CYR BUZZY BARTON BRIAN FIELD BRIAN LAPIERRE HONG NET Mayor City Council President Council Vice President At-Large At-Large At-Large Ward 3 At-Large McGee said his pri- Field said he plans to LaPierre said his top Net said his top pri- ority is beginning to Cyr declined to des- Barton said his top continue working with priority was focused on ority is increasing di- implement the city’s ignate one of his many priority was to keep the colleagues on the City improving the quali- versity in City Hall 5-year capital improve- priorities as outweigh- city going in the right Council, the mayor and ty of education in the staff. ment plan, which in- the Lynn legislative city, in terms of making “I’ve been thinking ing the others in im- direction by trying to cludes $230.9 million delegation to address improvements to cur- of more diverse em- portance, but he did bring in more revenue. worth of capital proj- the needs the city has. rent school buildings ployment because I ects. speak at length about “Without revenue, we He said improving and constructing new see that we don’t have About 70 percent of his focus on develop- can’t do a lot of things,” public safety is his top schools. -
Children's Participation in Child Protection
CHILDREN’S PARTICIPATION IN CHILD PROTECTION Tool 4 www.keepingchildrensafe.org.uk Copyright © Keeping Children Safe Coalition 2011 Graphics & Layout www.ideenweberei.com Produced by the Keeping Children Safe Coalition Contents Introduction ...................................................................................................................................................2 Module One: Children recognise what is child abuse ................................................................................10 Exercise 1.1: Children’s rights .............................................................................................. 11 Exercise 1.2: Feeling safe and unsafe .................................................................................. 18 Exercise 1.3: Understanding child abuse ............................................................................. 22 Module Two: Children keeping themselves and others safe ..............................................................................................38 Exercise 2.1: Talking about feelings ..................................................................................... 38 Exercise 2.2: Decision-making ............................................................................................. 44 Exercise 2.3: Children keeping children safe ....................................................................... 49 Module Three: Making organisations feel safe for children................................................................................................56 -
The Relationship Between Child Protection Workers and School Social Workers
St. Catherine University SOPHIA Master of Social Work Clinical Research Papers School of Social Work 3-2014 The Relationship Between Child Protection Workers and School Social Workers Daniel S. Gibbel St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/msw_papers Part of the Social Work Commons Recommended Citation Gibbel, Daniel S.. (2014). The Relationship Between Child Protection Workers and School Social Workers. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/ msw_papers/317 This Clinical research paper is brought to you for free and open access by the School of Social Work at SOPHIA. It has been accepted for inclusion in Master of Social Work Clinical Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Running Head: Relationships Between Social Service Colleagues The Relationship Between Child Protection Workers and School Social Workers Daniel S. Gibbel MSW Clinical Research Paper Presented to the Faculty of School of the Social of Social Work St. Catherine University and the University of St. Thomas St. Paul, Minnesota In Partial Fulfillment of the Requirements for the Degree of Master of Social Work Committee Members Karen Carlson, Ph.D. (Chair) Dana Hagemann, LSW Tricia Sedlacek MSW, LGSW The Clinical Research Project is a graduation requirement for MSW students at St. Catherine University/University of St. Thomas School of Social Work in St. Paul, Minnesota and is conducted within a nine-month time frame to demonstrate facility with basic social research methods. Students must independently conceptualize a research problem, formulate a research design that is approved by a research committee and the university Institutional Review Board, implement the project, and publicly present the findings of the study. -
Child Protection in Schools: a Four-Part Solution
Child Protection in Schools: A Four-Part Solution According to recent U.S. statistics, over 770,000 children are victims of child abuse and neglect When a good portion of a student’s each year.1 Experiencing child abuse and neglect (maltreatment) is frequently associated with negative day is spent in school, it becomes the effects on children.2, 3 Many educational staff agree job of schools to make child protection that schools are at capacity in terms of taking on new initiatives, so determining how to protect children a top priority. and keep them safe may seem like an additional daunting task. safe and protected is a primary concern. When a When the bottom line appears set on achievement good portion of a student’s day is spent in school, it test scores, it can be hard for schools to justify any becomes the job of schools to make child protection change in focus. At the same time, keeping students a top priority. © 2014 Committee for Children ∙ SecondStep.org 1 priority and motivate staff to implement skills learned Four Components of School-Based Child Protection in training. Research by Yanowitz and colleagues6 underscores the importance of emphasizing policies Policies and Procedures and procedures in child abuse training within the Sta Training school setting. Student Lessons Family Education Administrators must assess their current child protection policies, Research indicates the most effective way to procedures and practices to develop do this is by training adults—all school staff and a comprehensive child protection caregivers—and teaching students skills.4, 5, 6 This can be accomplished by creating and implementing strategy for their school. -
The Role of Social Work in International Child Protection
Persona y Familia es una revista científica, multidisciplinaria, de periodicidadTHE ROLE OF SOCIAL WORK IN INTERNATIONAL CHILD anual del Instituto de la Familia de la Facultad de Derecho de la UniversidadPROTECTION: BEST PRACTICES IN STAKEHOLDER Femenina del Sagrado Corazón, dedicada a difundir las producciones de COOPERATION estudios en el campo de los Derechos de la persona y la familia. EL ROL DEL TRABAJO SOCIAL EN LA PROTECCIÓN INTERNACIONAL Hecho el Depósito Legal en la Biblioteca Nacional del Perú Nº 2013-05177DE LA NIÑEZ: MEJORES PRÁCTICAS EN COOPERACIÓN DE LAS PARTES INTERESADAS El contenido de cada artículo es de responsabilidad exclusiva de su autor o autores y no compromete la opinión de la revista. Julie Gilbert Rosicky,M.S.1 Felicity Sackville Northcott, Ph.D.2 Se necesita autorización del Instituto de la Familia de la Facultad de Derecho de la UNIFE para reproducir los artículos o partes de esta revista. Abstract Revista arbitrada The focus of this paper will be the intersection of law, policy implementation, PERSONA Y FAMILIA and social work in child protection, specifically child protection involving Revista del Instituto de la Família children who are separated by an international border from their families. Facultad de Derecho We will pay particular attention to international treaties, compacts, and Nº 0504 - 20162015 conventions on the one hand, and the need to increase the capacity of social ISSN versión impresa: 2310-3345 workers in the Americas to manage complex international child welfare cases in accordance with these laws and policies, on the other. The growing number of children migrants travelling between countries unaccompanied Dirección: are of special concern to social work agencies operating within the Northern UNIVERSIDAD FEMENINA DEL SAGRADO CORAZÓN-UNIFÉ Triangle and the United States. -
When Child Welfare Investigates Your Family
When Child Welfare Investigates Your Family Information for Parents and Caregivers This fact sheet explains why a child welfare social worker is contacting you. It tells what to expect while the DC Child and Family Services Agency is investigating your family. Every child has the right to be safe. District law defines child abuse as: · Putting a child in a dangerous situation. · Hurting a child on purpose. · Adult sexual exploitation or contact with a child. · Actions of a parent (or caregiver) that cause mental or emotional harm to a child. District law defines child neglect as: Lack of food, shelter, supervision, education, or medical care for a child due to actions or habits of a parent (or caregiver). By itself, lack of money is not child neglect. The DC Child and Family Services Agency (CFSA) protects District children from abuse and neglect and helps their families. CFSA receives and investigates reports of abuse and neglect of District young people age 18 and younger. We work to ensure children and teens are safe, healthy, and getting the care they need. Often, our involvement with a family leads to help with their issues, problems, and emergencies. Why is a CFSA social worker contacting me? CFSA received a report that your child may have been abused or neglected—or is at risk of abuse or neglect. District law requires CFSA to investigate all reports of suspected child abuse or neglect. Who’s saying my child is abused or neglected? Anyone who thinks a child has been abused or neglected can all CFSA’s 24-hour hotline at 202- 671-SAFE. -
Second Step Child Protection Unit for Kindergarten–Grade 5
BROUGHT TO YOU BY ® ALIGNMENT CHART: Erin’s Law Curriculum Recommendations Second Step Child Protection Unit for Kindergarten–Grade 5 The Importance of About the Second Step Social-Emotional Learning Child Protection Unit Many states have enacted laws collectively known as Erin’s Created by Committee for Children, an organization Law, that require public schools to provide age-appropriate active in the field of child sexual abuse prevention for child sexual abuse education for children in school. nearly 40 years, the Second Step Child Protection Unit Educators often ask how the Second Step Child Protection takes a holistic approach to a school community’s efforts Unit supports schools’ responsibilities under Erin’s Law. to protect students. Online training modules guide This chart illustrates the connections between the unit and administrators through child protection policies and Erin’s Law with alignment to common Erin’s Law curriculum procedures, train all staff to recognize and respond to recommendations. indicators of abuse and neglect, and teach educators to The basic requirements behind Erin’s Law requires all state deliver the classroom lessons to students in Early Learning public schools to implement a prevention-oriented child sexual through Grade 5. Easy-to-follow, scripted lessons teach abuse program which teaches: children safety skills using age-appropriate instruction, giving kids the know-how and avenues to disclose abuse. • Students in PreK through grade 12 age-appropriate Family materials explain what children are learning, alleviate techniques to recognize child sexual abuse and tell a anxiety, and provide guidance for talking to kids about safe trusted adult and unsafe touch. -
The Role of Professional Child Care Providers in Preventing and Responding to Child Abuse and Neglect
CHILD ABUSE AND NEGLECT USER MANUAL SERIES U.S. Depanment of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children's Bureau Office on Child Abuse and Neglect The Role of Professional Child Care Providers in Preventing and Responding to Child Abuse and Neglect Kathy Karageorge Rosemary Kendall 2008 U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families ChildrenÊs Bureau Office on Child Abuse and Neglect Table of Contents PREFACE ......................................................................................................................................................1 ACKNOWLEDGMENTS ....................................................................................................................... 3 1. PURPOSE AND OVERVIEW....................................................................................................... 7 2. RECOGNIZING CHILD ABUSE OR NEGLECT ...................................................................... 9 Types of Maltreatment ..................................................................................................................10 Cultural Diff erences ......................................................................................................................18 3. REPORTING SUSPECTED CHILD ABUSE OR NEGLECT ................................................... 21 Legal Requirements ......................................................................................................................21 -
Child Protection and Safeguarding Policy
Safeguarding and Child Protection Policy Statement of Intent Norland College considers the health, development, safety, welfare and well-being of children to be paramount. We recognise the fundamental importance of the bond between the child and their parent/s or carer/s and aim to provide support and assistance in strengthening this in any way we can. With this in mind, we view it as our responsibility to identify and act on any concerns for children or their parent/s or carer/s across the entire safeguarding spectrum, from early low-level support to targeted interventions, through to child protection. This Safeguarding Policy sets out in detail our approach to safeguarding children and/or their parent/s or carer/s. We will review this policy, on an annual basis, (or as required) as a reflection of our commitment to safeguarding children, and their families. This will be in addition to ongoing reflection/review and update to the students/ NQNs/ Norlanders’ practice. The purpose of this document is to outline the policy and procedures for safeguarding children, their families and vulnerable adults and aims to: • Promote safer practices and challenge poor and unsafe practice • Ensure staff receive adequate training • Identify instances in which there are grounds for concern about welfare of a child, family or vulnerable adult and take action to ensure safety • Take appropriate action to prevent unsuitable people from working with children, young people and vulnerable adults • Develop a culture in which students, NQNs, Norlanders and staff are aware of the actions they need to take to become and remain safe • Safe recruitment of students and staff Safeguarding Lead The College has appointed a senior manager to be its Safeguarding Lead. -
Child Guidance Policy
State of Illinois Department of Human Services - Illinois Migrant and Seasonal Head Start Project CHILD GUIDANCE POLICY The first goal of child guidance is to help children learn social skills that will enable them to get along with other people. The second aim is to maintain classrooms in which each child can feel secure and comfortable while learning. Methods used by teachers will facilitate the children's development of self-discipline and socialization skills. For infants and toddlers: 1. Meet babies' needs for love and care and build a trusting relationship with them. 2. Prepare the play space thoughtfully and make it childproof. 3. Accept children's feelings, and provide outlets for them. 4. Refocus toddlers' attention before inappropriate behavior occurs. 5. State directions clearly and simply. 6. Be calm and consistent. 7. Allow children time to adjust to transitions. For preschool children: 1. Arrange classrooms that are comfortable, interesting, and encourage children's self-direction. 2. Help children express their emotions verbally, and through art and play. 3. Allow children to resolve their own conflicts when possible. 4. Model and teach children stategies for solving interpersonal conflicts, like negotiation, compromise, empathy. 5. Help children learn to anticipate logical consequences of their behaviors. 6. Involve children in cooperative projects. 7. Assist children in setting clear, consistent, fair limits for classroom behavior. It is not acceptable for adults to administer negative discipline: 1. Inflicting physical pain (suspected child abuse will be reported to the child protection agency); 2. Name-calling, shouting, threatening, ridiculing, etc; 3. Depriving a child of any Head Start service - transportation, field trips, food, daily attendance; 4. -
Imagination, Mythology, Artistry and Play in Laura Ingalls Wilder’S Little House
PLAYING PIONEER: IMAGINATION, MYTHOLOGY, ARTISTRY AND PLAY IN LAURA INGALLS WILDER’S LITTLE HOUSE By ANNA LOCKHART A thesis submitted to the Graduate School-Camden Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Master of Arts Graduate Program in English Written under the direction of Holly Blackford And approved by _____________________________ Dr. Holly Blackford _____________________________ Dr. Carol Singley Camden, New Jersey January 2017 THESIS ABSTRACT “Playing Pioneer: Imagination, Mythology, Artistry and Play in Laura Ingalls Wilder’s Little House” By ANNA LOCKHART Thesis Director: Holly Blackford Laura Ingalls Wilder’s Little House series is a fictionalized account of Wilder’s childhood growing up in a family settling the American frontier in the late nineteenth- century. As much as the series is about childhood and the idyllic space of the blank, uncultivated frontier, it is about a girl growing into a woman, replacing childhood play and dreams with an occupation, sense of meaning, and location as an adult, woman, citizen, and artist. In this essay, I explore the depictions of play in the series as their various iterations show Laura’s departure from childhood and mirror the cultivation and development of the frontier itself. In my reading, I locate four distinct elements of play to answer these questions: Laura’s interactions and negotiations with various doll figures; her use of play as a tool to explore and bend boundaries and gender prescriptions; play as an industrious act intermingled with work; and her play with words, which allows her to transition out of childhood into a meaningful role as artist, playing an important role in the mythologizing and narration of the American frontier story. -
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 25
• Seem unconcerned about the child; Talking with the Child • Fail to keep appointments or refuse to discuss It is the educator’s role to report any suspicions of problems the child may be having in school; child maltreatment. There are times when CPS may request more information in order to meet statutory • Behave in a bizarre or an irrational manner. guidelines for accepting a report. In these instances or when a child discloses maltreatment to an educator, it There are instances when the educator knows a child’s is important to remember: family is in marital crisis, experiencing economic or emotional turmoil, or has other significant stressors. • CPS or law enforcement has the responsibility to Such information may be relevant and helpful to CPS assess and investigate. when maltreatment is suspected and a report made. See Appendix D—Educators’ Checklist for • It is critical that the educator not lead the child. Recognizing Possible Child Maltreatment for other possible symptoms of abuse and neglect. • The child may be afraid to tell the whole truth because of: - Fear of being further hurt by the abuser if he CONVERSATIONS WITH FAMILIES or she tells; AND CHILDREN - A belief that the abuser may go to jail; In all States, educators are mandated reporters for child maltreatment cases. It is important to understand that, - Fear that the child may be removed from the legally speaking, educators only need reasonable suspicion home; rather than hard evidence or proof to report alleged child abuse. It may be tempting to call the parents and see - Feelings of loyalty and attachment to the what they have to say, but such action can pose several parent, no matter how bad the situation might serious problems, such as increasing the risk of further be.