Improving Justice & Support For Child & Adolescent Victims Of Crime A Rostrevor College Perspective 1 The Rostrevor College Context Boys School in the ER Tradition Established by the Christian Brothers in 1923 as an extension of the facilities offered at C.B.C. Wakefield Street. R-12 situated in foothills of the Mount Lofty Ranges, 9 kilometres from the city centre Approx. 850 students from 55 different ethnic backgrounds Boarding for approx. 90 students Victim - Definition Victim, in relation to an offence, means a person who suffers harm as a result of the commission of the offence (but does not include a person who was a party to the commission of the offence). South Australia Victims of Crime Act 2001 Who Identifies Victims Of Crime Student Services/Front Office Staff Pastoral Care Teachers Subject Teachers C.H.A.T (Come & Have A Talk) Parents External Agencies (CEO, Professionals, SAPOL, Govt Dept) Key Staff In Leadership Positions (via Academic & Behavioural Review) How Does Rostrevor College Respond Internal External ProactiveReactive Proactive Reactive Response Responding Internal Mechanisms Internal Reactive Proactive PC Structure PC Program Curriculum (Child Protection) Key Staff Intervention Wellbeing Initiatives Restorative Justice Practices Student Personal Responsibility Protocols Pastoral Care Ms Bosco Ms Alves Mr Malkin Mr Vickery Mr Lucas Mr Trewartha Rostrevor House System Wellbeing Initiatives MindMatters/Kids Matters Beyond Blue Harmony Day Close The Gap National Reconciliation National Action Against Bullying & Violence Child Protection Curriculum Key Staff Intervention Director Student Welfare (Behavioural Plans) Director Teaching & Learning (Learning Plans) Counselling team Indigenous Liaison officer (IEP) Director Of Boarding, Head Of Inclusive Education Post Secondary Pathways Coordinator High End Intervention Restorative Practices In this approach to behaviour management, the term 'restorative' is used to stress that when a student misbehaves, restoring relationships, repairing harm and learning perspective-taking and social responsibility is more important and effective than simply delivering punishment for their misbehaviour. Restorative practices include: Circle Time (and conference circles) in which students sit in a circle and, using a structured format, discuss and problem-solve an issue that has affected the whole class or specific members of the class The 'restorative interview' where the teacher uses an incident of misbehaviour as an educative opportunity for teaching empathy, consequential thinking and the importance of making amends in order to repair harm and relationships The more formal 'restorative conference' that is used with more serious or ongoing misbehaviour and usually involves senior staff, parents and carers. Restorative Justice How Does Rostrevor College Respond External Proactive Reactive SAPOL CARL CAMHS DEECD CDAS HYPA SAPOL Aust Refugee Assoc ACMA Brainstorm Prodn P.A.R.T.Y R.A.P Publications Wellbeing & Child Protection Responding To Issues Of Bullying Who Are Victims Of Crime Experiences of our students... Domestic violence Family violence Intimate partner violence Victims of violence in the community at large Bullying/harassment Witness to violence Statistics... One in four Australian children are exposed to domestic and family violence Our population at school and those who access the service Working with Aboriginal and Torres Strait Islander students Issue We Are Confronted With Range of psychological and behavioural problems Increased aggression, antisocial behaviour, low self esteem, peer conflict, learning difficulties, anxiety, depression, low motivation, decreased school attendance, school refusal, violence, conflict with staff, attention deficits, impaired cognitive functioning, sleep disturbances, poor sensory integration, somatic symptoms Issues We Are Confronted With Attachment and emotional regulation Reduced capacity to manage distress and emotionally self regulate Post-Traumatic Stress Disorder Intrusive re-experiencing Hyper arousal, dissociation & dysregulation Poor relational templates Strive for Inclusion rather than Exclusion Working With Clients Providing a contained, confidential and safe environment that is non- judgemental and allows self disclosure: Children & Adolescents find it hard to describe and verbalise distress Use of Genogram Consent for treatment and limits of confidentiality Respectfully explore the students experience Assessment of risk reporting as mandated Treatment and intervention trauma, grief, anxiety, depression Working With Clients Normalising symptoms and reactions Knowledge of systems involved and intervention applied in a school setting Abuse, violence, humiliation or threats are unacceptable Psychotherapeutic approaches Individual & Family therapy using a Systemic approach Engagement model for Aboriginal Youth (Westerman, 2003) Aboriginal and Torres Strait Islander students: Knowing you and endorsement 1.Location of therapy 2.Side-by-side 3.Notice non-verbal expressions of illness e.g. not looking too good 4.Introduce self Aboriginal way 5.Statement about cultural/gender differences Engagement model for Aboriginal Youth (Westerman, 2003) 6.If an issue...cultural consultant or referral? 7.Limits of confidentiality 8.Payback or retribution 9.Engage at a cultural level Acculturation scale (Westerman, 2003) 10.Traditional or Western methods? Referral? 11.Assess level of intervention already utilised Referrals & Prevention Referrals... Limited capacity for Family Therapy, external support for Couples Therapy...including Intimate partner violence couples need to be aware of the need for support for their children and work together to support wellbeing Prevention... Men of the future play a crucial role in the prevention of Domestic violence, Family violence, Intimate partner violence and violence in the community at large...schools have a duty to play a part in this...Education, Identification and Early Intervention. Case Examples Case 1: DS Aboriginal boarding student, staff referral...internal support Presentation: Dysregulation, hyper-arousal, experiences of bullying/harassment, dissociation, aggressive behaviour, peer conflict, isolation, avoidance...his story...intervention. Case 2: BB Day student, parent referral...internal support Presentation: Facial bruising, hyper-arousal, sleep disturbances, poor concentration...his story...intervention. Case 3: HJ Day student, under Guardianship of the Minister, staff and parent referral...external and internal support Presentation: Aggressive behaviour, hyper-arousal, dysregulation, staff conflict...his story...intervention. Case 4: CF - Aboriginal boarding student, self referral...internal support Presentation: Low motivation, isolation, acculturative stress...his story...intervention. Questions & Comments