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Stage 3 | PDHPE | Child Protection

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Brooke Miller

on 16 August 2018

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Transcript of Stage 3 | PDHPE | Child Protection

STAGE 3 PDHPE CHILD PROTECTION

Week 4
Identifying Risk Situations - People and Places
Effects of Abuse
Week 7
NO GO TELL
Networks
What is Child Protection Education?
A series of lessons where we will talk about and recognise abuse, how to establish and maintain positive relationships and how, as children, we can keep ourselves and others safe.
What do all of these items have in common?
What might happen if you didn't use:
> a bike helmet? > an umbrella?
> protective glasses?
What other kinds of protective
items can you think of?
1. Protective Items
2. What does the word
CARE mean?
Care is having a liking for someone or something,
showing attention to or looking after
someone or something.
Care is being concerned about or providing for the well-being of someone or something.
Create a word collage of what it means to CARE.
All children have to right
to be
safe.
All adults have the responsibility to protect children.
People and places with a responsibilty to always care for and protect the children they look after
Adults who are caregivers to children:
Parents,
Adults who work in community organisations with children in their care:
Vacation Care Workers,
Adults who work in organisations with children in their care:
School teachers,
Body Parts
Everyone has body parts which are private.
What does it mean
if something is private?
Some items that are private to us include:

Personal information about ourselves that is private include:

What are some of the times when we need to be careful about giving out our personal and private information (personal information)?
Everyone's body is individual and unique.
Your body is special and it belongs to you.
Some parts of your body are private and you usually keep them covered up when other people are around
You don't have to show them to anyone else unless you want to, or if you need help and give someone else permission
Sexual parts of our bodies
are those private parts which are
different for girls and boys. These parts indicate whether a person is female or male.
Identify and name the sexual parts of each body outline
What is meant when we talk about OK and not OK touching?
Think about some of the ways you have been touched in the playground.
Create a table identifying what is appropriate (OK) and inappropriate (not OK) touching.
Physical Abuse
is non-accidental harm or injury to
a child by a carer or other person.
Physical abuse harms a child physically. It can also harm a child's emotions and thinking.
Sexual Abuse
It is very hard for children to talk about abuse,
and even harder to talk about sexual abuse. This
is because it involves talking about private body parts and activities that are often not spoken about.
Listen to the definition of sexual abuse.
Sexual abuse involves the touching of the sexual parts of a person’s body when that person does not want to be touched, or need to be touched. Touching might be by the hand, the mouth, another part of a person’s body or by an object. The touching might not be uncomfortable - like tickling, but it usually gets less comfortable over time.
Adults, teenagers and other children can sexually abuse others.
Sexual abuse can also involve looking at someone’s sexual body
parts or making a child look at another person’s sexual body parts when they don’t want to. Sexual abuse also includes pressuring someone to look at pictures or videos which show sexual body parts
Emotional Abuse or Neglect
Discuss
needs
and
wants
A new scooter, shoes, sun glasses, water,
shorts/skirt, fizzy drink, shirt, soccer ball
Make a table of the things you
need
and the things you
want
to go to the park with your friends
The opposite of
care
is
neglect
Neglect is not paying enough attention to, or showing no care for, something or someone.
Describe a situation in which someone could be neglected.
Basic Needs
Children have basic needs in
order to be safe and healthy in
body and mind.
Children have rights to be safe, have their bodies, thoughts and minds respected and to be treated fairly.
Listen to the story about Mardi
(Pages 40 & 41)
This is not a true story, but sometimes children are neglected by their adult carers as Mardi is.
Indicators of risk
To take a risk means to do
something when you are not sure how it will turn out.
There can be a sense of adventure and fun in taking risks.
Safe Risk
talking means thinking about what might happen and acting to lessen the chances of anything going wrong.
What are some 'safe' risks?
Trust
Trust is believing that another person will be fair to you or do the right thing by you
Who are some people you trust?
You trust these people because they have built your trust. Trust is built through shared good (positive) experiences o time.
The following story describes a child who is at risk of being harmed. It ot a true story, but things like this
do sometimes happen.
(Pages 46 & 47)
Order the warning signs and signals as they occur in the story
Some situations, people and places
might be more likely than other to put me
at risk of harm or abuse.
List places where students feel safe.
What are the characteristics which suggest safety?
What alternative characteristics may at times indicate that a person should stop and think about his or her safety?
Abuse and neglect can result
in emotional and mental harm as
well as physical harm. Abuse and neglect can affect the way children value themselves. They can affect the way children feel, think and act.
Abuse and neglect are
NEVER OK.
What does it mean
to value yourself?
When you value yourself, you recognise your strengths and accept your weaknesses.
What are the benefits of valuing yourself?
It is important to have an accurate self concept. If you imagine you have more weaknesses than you really do you may never try anything new. If you imagine you have more strengths than you really do you may let others down when you can't do the things you said you could, or put yourself
in danger.
When children are harmed or
injured - physically, emotionally or
mentally - and it is not accidental,
it is abuse
Listen to the following statements and decide if they are
abuse
or
not abuse.
Listen to the following story about Danny and answer the questions.
(Pages 57 & 58)
Abuse and neglect can result in emotional and mental harm as well as physical harm.
Abuse and neglect can affect the way children value themselves
They can affect the way children feel, think and act
Abuse and neglect are never OK!
What does the word relationship mean?
Relationships are connections or links with other people.
Who are some of the people we have a relationship with?
What is conflict?
Conflict is a difference of opinion between people which leads to a clash of feelings, ideas and actions. A conflict can be as small as an argument or as big as a war.
How are relationships started?
Relationships are started through
people meeting each other or having something
in common which links them, such as being part of
a family, being together at school, living close by,
playing sport together, coming from the same town.
Relationships develop over time, through shared experiences and trust being developed.
If yo are related or linked to a person, does that mean that automatically mean you are close to that person?
No. Sometimes even members of families are not close
A healthy or positive
retationship is like a recipe - the right ingredients make it great.
What are the
ingredients for a successful relationship
?
Positive relationships will not always be smooth. They will have their 'ups' and 'downs'. They may be frustrating at times, and conflict or arguements may occur. If the foundation remains the same because good
ingredients
are there, disagreements can usually be sorted out.
No two people are the same,
so conflict is a normal part of living with other people.
Conflict is neither good or bad. It is how people handle the conflict that makes the difference. Most conflict in positive relationships can be resolved.
Personal relationships
do not stay exactly the same. Relationships change over time. Some become closer, some less close, some breakdown, some may finish.
Relationships can change because of various
factors Including: growing older, moving house,
spending less time together, changing interests,
broken trust, dishonesty, lack of respect, use of
insults, new friends, divorce or separation.
When relationships don't have
healthy ingredients or if the ingredients change
or become unhealthy, the relationship may need
to to be ended or made less close. This is particularly so
if the relationships are negative or involve harm or abuse.
Some changes in relationships which may indicate that a relationship should not continue unless changes are made include bullying, coercion, lying, stealing, violence, abuse, being neglected, ignored or being 'used'.
How could unhealthy relationship be ended or
made less close in a safe and acceptable way?
Girls can be similar and different, and like doing similar and different things.
Boys can be similar and different, and like doing similar and different things.
Girls and boys can be similar and different,
and like doing similar and different things.
Complete the worksheet Agree or Disagree?
(PAGE 145)
Gender Roles
Discussion Points about Gender Roles
Are there right and wrong responses
to these statements?
What are some situations where it may benefit a girl or boy to uphold some of these statements?
Can girls or boys change their opinions about
these statements in different situations?
Personal Rights
As we have already discussed. All children
have rights which include the right to be safe,
to be cared for, to have their bodies, thoughts and feelings respected and to be treated fairly.
What is a right?
Rights are things that all people should have. There is no 'question' or 'maybe' about it - children should all have these things (needs).
Undertake the activity Respecting Rights and discuss as a class.
(Page 148)
Rights and Responsibilities
Responsibilities are the things that people should do to respect the rights of others and to ensure that their own rights are met.
Responsibilities can involve actions and ways of behaving.
Responsibilities should be things that a person is able to do.
Complete (through class discussion) the rights
and responsibilities activity.
(Page 149)
Children and Adults
have differences in Rights and Responsibilities
All adults have a responsibility to protect children.
Many adults have a responsibility to provide care for children.
Children are responsible for respecting others and treating others fairly.
Children can never take on full responsibility for the safety and protection of others.
Sources of Power
Power is being able to do something
or make something happen. Power can be
the ability to make others do things.
Every person has power.
The amount of power a person has will change according to
different situations. In every group of people, from family to a community to a country, there will be people who always havea lot of power. These people are often leaders of the group who guide the people and help them to achieve the goals of the group. Other
members of the groups use their power within the group.
Everyone has power. Power in itself is neither good nor bad. It is how it is used that determines that. How and when people use their power is up to them. Using power is a choice. You can choose not to use power
If you choose use your power in a way that does not respect the rights of others you abuse power. If you use power in a way that respects the rights of others you are using
your power responsibly.
Most of us have a
strong need to belong. We
especially want to be liked by people who
are important to us. We often want to be liked or
be friends with people who are popular, who are rich
or who have authority. It can make us feel special. We feel we have to be nicer to these people so they will keep liking us.
How might the following people influence another person?
Someone who has lots of money?
A popular student?
A boss at work?
A famous singer?
What is the difference between
a gift and a bribe?
A gift is something given to someone by choice with no conditions or expectations.
A gift becomes a bribe when the giver expects a favour or act in return.
Sometimes a bribe may even be a promise of a gift - when something is not actually received.
Bribes may include money, toys or gagets, swapped items, favours, privileges and use of equipment.
Bribes often involve inappropriate (not OK) behaviour in return.
Coercion
Coercion occurs when one person
makes or tries to make another person
do something which that person 't want to do. Coercion usually involves pressure.
Guilt
Guilt is a feeling of shame or remorse. It can result from a person doing something wrong or not doing somethig that was expected eg, you might feel guilt if you break a rule, take the last piece of cake or miss out on someones birthday.

Feeling guilty does not necessarily mean that
a person
is
guilty.
What is appropriate
and not appropriate guilt?
Guilt that is appropriate occurs when you have acted wrongly or not respected someone's rights.
Guilt that is not appropriate occurs if you feel that you have to do something you don't need to do another person happy.
Listen to the stories and answer the questions that follow.
(Pages 85 & 86)
What is Harassment?
Harassment is an act which is not
wanted and offends or humiliates a person.
Harassment can be repeated, or continued attacks
or disturbance. Harassment is usually directed at a person who is considered different in some way.
It may be based on a person sex, race, age, homosexuality or disabty.
Listen to the following scenarios which describe the experiences of two students and discus the questions following.
(Pages 88 & 89)
Harassment is a behaviour
that is taken seriously. There are laws
in our community that make many forms
of harassment a crime.
Schools have rules and procedures that ensure
that, if harassment occurs and it is reported,
action must be take place to stop it.
Students have the right not to be harassed and they also have the responsibility not to harass others.

are safety strategies that I can use in
any unsafe or threatening situation. It can
be difficult to use these strategies. If I can't say NO or GO from a difficult situation I can always TELL someone about it, even if it's later.
NO GO TELL
People can experience harm in three ways.
physical harm - bruises, cuts, grazes, broken bones.
emotional harm - feeling sad, depressed.
mental harm - thinking you are not good enough, you are unwanted or unloved.
What is the difference between a safety rule and a safety strategy?
A safety rule is designed to help keep people safe from harm.
A safety strategy is an action people can take to be safer if they are in unsafe situations.
What are some safety strategies you may use at home if faced with a potentially unsafe situation? (Eg a stranger at the door, a hail storm, a child playing near a red back spider?)
Explore the NO GO TELL strategies.
(Page 97)
Networks
What are
child protection networks
?
A child protection network consists of about five adults whom a child trusts and could talk to if they are unsafe, threatened or abused.
It is important in child protection to have a network of adults. If a child feels unsafe, threatened or abused they need to be able to seek help from an adult. Adults have a responsibility to keep children safe. Adults are usually in a position where they will be able to help a child.
It is important to have about
5 adults in your network in case you
can not find one or two of your network adults, or if you are not believed or if an adult in our network is unable to help you.
In different situations one adult may be more appropriate to talk to than another (you may feel more comfortable).
A good network person is someone who you trust, to whom you can talk easily about personal things to, who is a good listener and who is able to be contacted easily. Network adults can and will want to take some action
to help you. They should come a range of locations,
eg they should not all live in the same house
or be part of the same family.
Consider your personal network members. Record the names and rate their qualities.
Consider each of the situations and write the number of the situation next to the names of network adults with whom you could talk most easily about the situation.
1. bullying,
2. harassment,
3. a secret about stealing,
4. emotional abuse,
domestic violence,
6. physical abuse at a camp,
7. physical abuse at home,
8. sexual abuse.
Planning For Safety
As I grow up I am more responsible
for myself, my actions and my behaviour.
I am able to make choices about my life.
It is smart to plan ahead.
The most important part of a plan is that it is made in advance or ahead of time. It may be idealistic and may not be met, but it is important for preparation.
A good way to show you are capable of being independent is to plan ahead for safety before undertaking
independent activities.
Use the Safety Plan Checklist as a guide to plan going to the movies in the city with your best friend. Your parents can not give you a lift.
(Page 167)
Responding to Risk Situations
I need to trust my feelings if I feel unsafe or at
risk in a situation. NO GO TELL strategies can help me. There are other specific strategies that I can use to be safer if I am in a risk situation.
There are a number of more specific strategies that can be used in risk situations which a based on the NO GO TELL strategies.
Whose fault is abuse? The people who are abusing their power. They are responsible for their actions. They choose to act in a way that is wrong, that is unfair and doesn't respect rights.
However, everyone also has the responsibility not to
provoke violence, bullying or harassment by
teasing or dares.
Avoidance
What are some
situations you try to avoid?
What is avoidance?
Avoidance is to keep away from or leave a situation.
Avoidance requires trusting your judgement about a
situation and trusting your feelings. if you feel unsure or unsafe. It might require giving an excuse or reason for not doing an activity. It requires you not to have a long
discussion about the activity and to leave.
Some avoidance strategies include:
saying NO, and
GOING from the situation.
Week 2
Protection and Care of Ourselves
Body Parts

Week 3
Physical Abuse
Sexual Abuse
Emotional Abuse
Neglect

Week 4
Different Types of Relationships
Expectations of Gender Roles
Week 5
Right and Responsibilities

Week 6
Sources of Power
Coercion
Harassment

Week 8
Planning For Safety
Responding to Risk Situations
Week 9
Talking About It
Using Personal Networks
Community Support
My Strategies
It is important to TELL a trusted adult about situations of harm or abuse. Adults are in a position to provide protection. Talking to a friend can be helpful in gaining relief, support and advice, however, you should always tell an adult!

Using Personal Networks
It is important to have a personal network of trusted adults and supportive freinds. If you feel unsafe or threatened you can choose people from this network to go to for support or advice, or to help you feel safe.

Talking About It
Community Support
There are people in the school and wider community who you can go to for help or protection if you are bullied, harassed, abused or feeling confused about a personal issue.
Make a list of the people and services in the local community who could provide support for children who may need help.
Pick one organisation and answer the following:
Where is your organisation located ?
Who does it help?
What do they do to help them?
How do children access them?
Full transcript