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Welcome again, it's that time to renew the newsletter.

This month we have been most fortunate and received numerous articles and I thankyou for your support.All articles are welcomed and will be cherished and encouraged to forward the vision of a world free from violence and abuse.If you would like to contribute please email me on pbcwa@iinet.net.au

Contents:

-       Update on UK Activities by Di Margetts

-       UK PB Conference

-       Young Offenders to be taught PB

-       NSW ' Safe Generations Project

-       CRIN Update-Mainstreaming Child Rights

-       Australian Children's Rights News

-       WA Government ' Mandatory Reporting

-       Update on PB Links Info

-       Sites of related interest

-       Educational Publications

-       People First ' Basic Essentials Training Calender

Update On UK Activities by Di Margetts

A brief report from UK about what is happening with regard to Protective Behaviours.  Starting as an abuse prevention programme, Protective Behaviours now has a wide application in many different fields of endeavour.  This is especially true in the UK.  To date the main areas of application here include the following six main "streams".

In schools where it is sometimes used as an abuse prevention programme.  It is also used for behaviour policies, dealing with incidents of bullying, helping young people to deal with their feelings, with children who are having difficulties as well as in many other ways.

In residential care for young people to empower them to be able to resolve conflicts, deal with feelings (especially anger), helping young people develop interpersonal skills, and with staff as a method for supervision.

In a counselling context as a method for helping people to feel safe and thus able to explore what they need to do about their situation.  It is used as an empowerment process helping people to develop their own skills for problem solving.

In services for people with learning disabilities as a method of abuse prevention and empowerment.

In services for families such as Family Support Centres, or Women's Refuges, it is used as a method in counselling, to support and empower women and children in domestic violence or other difficult situations.  It is increasingly being used for parent support work, preventing abuse and for working with families at risk.

By Police and other services such as Schools Liaison Officers, Youth Affairs Officers and Youth Offending Teams, as a basis for dealing with unacceptable or offending behaviour, to prevent further offending and to develop improved interpersonal skills.  PBs underpinned the Youth Crime Reduction Project in Milton Keynes, is used in training and as a framework for Restorative Justice processes.  PBs is also taught in schools as a part of issues of safety and citizenship.

In one prison for juveniles who offend, PBs is being used as a framework on which Restorative Justice Process and a programme for addressing offending behaviour (both of which are consistent with PBs) will also be used. 

There are constantly new ways in which the process is being used, many of which we do not hear about unless by accident or when there are conferences or PBs in practice and or Networking days.

What is of great interest is how the core themes and concepts have remained basically unchanged and stand as relevant today as they were in 1975 when PBs was first developed.

Over the years since PBs was introduced to UK there have be some additions to the basic training.  These have come about as a result of feedback by people using the process.  In addition some of the challenges reported by practitioners have also resulted in the development of the programme.  The changes developed here in UK and are currently also used in USA, Canada, Russia and now in Victoria Australia. 

In the 1991 when PBs was introduced to England we explored the original themes and strategies, and as noted this was expanded over the years to include Unwritten Rules, the model for Thinking, Feeling and Behaviour and then the Language of Safety. 

Unwritten Rules explores those rules in society that are never written down and yet have a powerful influence over our behaviour.  This model was developed because of questions people raised about difficulties children and some adults experiences in speaking out about problems.  Examples of some unwritten rules are: don't talk to strangers, don't make a fuss, children should do as adults tell them, women should look after the children and men should be macho to mention a few.

The Thoughts, Feelings and Behaviour model was developed in response to questions raised about children who do not seem to 'feel'.  IN this model we explore how feelings and feelings and behaviour is a choice with an effect.  We look at feelings and the interaction between our thinking, feeling and behaviour.  We also look at a model of problem solving using the elements of what is the event, what are my feelings, what are my options, what strengths and supports do I have to help me deal with this problem, and what is my choice?

The language model came as a result of my own feelings of frustration during training days when presenting issues of language.  It felt as though we simply listed types of language (victim, abusive, violent) rather then having a model or framework on which to connect all aspects of language.  Thus a model was developed whereby four elements of language needed to be present for language to be consistent with the 2 themes.  They include, what is the quality or our language, is it racist sexist, homophobic or victim language, or is it empowering, inclusive and respectful of all people? Do we have shared meaning, i.e. do we both understand what we am saying or are we assuming that people think the same way as us without checking to make sure this is so?  Are we owning our own language, or are we putting the responsibility for what we are saying onto someone else?  Finally is there clarity in what we are saying or are we expecting people to read our minds. E.g. you have known me for years can't you take a hint by now!!.

(See attached summary we use to explain some of these models in more detail.)

During training we rarely mention abuse, rather we explore PBs as an empowerment process that can be used in many ways, one of which is to prevent abuse.

See also attached the draft programme for the upcoming National Conference where some of the current applications of PBs are noted in the list of workshops.

Di Margetts

Di Margetts has kindly forwarded very comprehensive information handouts of the models that the UK distribute:

Protective Behaviours ' What's That?

Unwritten Rules of Society

Feelings, Thoughts, Behaviour

If anyone would like a copy please email me on pbcwa@iinet.net.au and I will be happy to forward.

Protective Behaviours UK Registered Charity 1078246Company n No. 3840760

Purpose of the Conference was to provide a meeting place where likeminded people can:

            *Hear about Protective Behaviours in practice

            *Develop local Networks

            *Share ideas and resources

            *Network with other practitioners

            *Have some fun (to 'Plerk', ie play and work at the same time)

Was held       Friday July 12^th 2002

Proposed Agenda

Update on PBUK

Update on training subcommittee

Protective Behaviours and Multi Agency Work

Keynote Speaker; Shall McKee  Self esteem

and personal safety co-ordinator.  Wolverhampton.

Maria Maynard PBUK Trustee

PSHE and Citizenship Co-ordinator Worcs LEA

The PBs Market Place - A market with a difference

Setting up local Networks by a process of 'Plerking'

Possible Workshops 

PBs and Making Dream Catchers                                 PBs and Research

PBs and Kineseology to manage feelings                      Story Telling

Parent Support Work using PBs                                   Using Strength Cards

PBs and After School Clubs                                          PBS and Bullying

PBs and Restorative Justice (RJ)                                   RJ in Schools

PBs and Domestic Violence                                          PBs Residential Care

Rewriting old stories and nursery rhymes                      PBs and Counselling

Specific Schools Projects                                              Teaching PBs in schools

SPECIAL FEATURES

PBs and people with Learning Disabilities                    First Stop Project

Using PBs with Looked After Children                           Special Schools and PBs

Occupational Health and PBs                                             PBs and Peer Support

 PBs and long term depression                                      

PBs and play

PBs and YOT Teams                                                  

PBs and Diversity

PBs and drugs 

For further information on Conference papers released contact:

PBUK National Conference

C/- The Children's Society

135 Jonathon's

Coffee Hall

Milton Keynes MK6 5DR

Email:

Community and Juvenile Justice Services
P r o g r a m   t o  h e l p Yo u n g  O f f e n d e r s - a d a p t e d  f r o m  I n s i d  e  O U T,
J u n e 20 0 1, V o l 4 I s s u e  4.

A trial of  the "Protective Behaviours" program, which aims to teach young people how to protect themselves, is now being launched into WA detention centres.   The Young Offender Development branch has recently coordinated the first training program for group workers, teachers and Aboriginal welfare officers in an effort to help juveniles protect themselves from domestic violence and other forms of abuse.

The PB program is appropriate for this area because it is neutral.   It doesn't assume someone is a victim and doesn't assume someone is a perpetrator.

Manager of Programs at Banksia Hill Detention Centre, Dave Paterson, commented that 'it's an excellent program that compliments part of our anti-bullying strategy.  We'd like to include it in the training of all group workers.'

The PB program will be part of the three-streamed approach in response to domestic violence.  It is has been seen as particularly important for female young offenders, as most have been subjected to such victimisation.

The editor of this newsletter talked with Dave Paterson three years ago about introducing PB into the detention system.  I would like to congratulate Dave and the Young Offender Development branch for their persistence in following through and enabling this trial to become a reality.

NSW Update 'SAFE GENERATIONS

Protective Behaviours NSW was successful in gaining a grand from the Casino Benefit Fund to aid the development of a new resources designed to assist working with Indigenous Australian Youth.

The new resource 'Safe Generations' is anticipated to be in print by the end of July or early August 2002.

As well as addressing issues of personal safety, this Resource aims to empower children and young people in Indigenous communities to take a stand against violence as well as specific forms of violence including physical abuse, sexual abuse, and family violence.It also scrutinises the impact of historical and current perpetrated on Indigenous communities.

If you are interesting in pre-ordering this resource contact Alicia at

info@protective-behaviours.org.au

or

Protective Behaviours Consultancy Group of NSW Inc.

770 Elizabeth Street

Waterloo NSW 2017

CRIN (Child Rights Information Network)'Mainstreaming child rights. Number 15/March 2002

Fact file 'Definitions of mainstreaming

1. Mainstreaming child rights mean bringing something from the margin into the mainstream, thereby making it acceptable to the majority.Mainstreaming [child rights] means turning child rights from a fringe issue to one that is the centre of public attention and debate.It means getting institutions, which have so far ignored children's rights to incorporate child rights into their agendas (Save the Children UK, 1996).

2. Mainstreaming human rights refers to the concept of enhancing the human rights programme and integrating it into the broad range of United Nations activities, and into the areas of development and humanitarian action (Office of the High Commissioner for Human Rights. www.unhchr.ch/development/mainstreaming.html).

3. For UNDP, mainstreaming involves bringing the outcomes of socio-economic and policy analysis into the core decision-making processes of an organization.The skills required for mainstreaming are therefore analytic skills, advocacy skills and decision-making skills, in various combinations.This definition refers to the mainstreaming of all human-centred themes, not only of gender considerations.The skills required are therefore relevant across the board of development activity (The Gender in Development Programme, UNDP.www.sdnp.undp.org/gender/capacity/cb_programme_description.html).

Committee on Rights of the Child ' Focal Point on Sexual Exploitation of Children-Geneva, 04 June 2002

www.focalpointngo.org

Adapted from the report of the Second World Congress against Commercial Sexual Exploitation of children-held in Yokohama, Japan Dec 2001.

There were three discussion panels covering the six themes of the Congress, namely:

-       Prevention, Protection and Recovery of Children from Sexual Exploitation.

-       Profile of the Sex Exploiter

-       Role and Involvement of the Private Sector

-       Legislation and Law Enforcement

-       Trafficking in Children

-       Child Pornography

The challenge of protecting the 'Rights' of the child effectively, are inspired and guaranteed particularly by the key international treaty on the subject ' the Convention on the Rights of the Child (CRC), which has been ratified almost unanimously by the global community.At the Yokohama Congress there was a vigorous call from participants for unanimous and expeditious ratification of the CRC.

Under this treaty, the child is generally defined as a person under 18 years old.The CRC embodies basic minimum standards for child protection and provides the global and national settings with a structure for more child-sensitive actions.

Provisions calling for the prevention of abuses and exploitation as well as recovery and reintegration of child victims.It called for measures aimed at preventing:

-       The inducement or coercion of a child to engage in unlawful sexual activity;

-       The exploitative use of children in prostitution or other unlawful sexual practices;

-       The exploitative use of children in pornographic performances and materials.

The Child 'Victim, Survivor, Change Agent, Leader'

The Congress provided a key forum to understand 'the child' better and the impact of CSEC on the child affected by it.    While some would regard the children from these situations as victims, another perception is the resiliency of children in surviving the traumas and the need to help them progress from the image of victimisation to that of survivor ' with the potential to step from the passivity of their position in CSEC to pro-activity in the healing process and 'moving on in life'.

At the Congress, many survivors recounted how they were able to move into new lifestyles, occupations and environments.Some were peer counsellors; others are involved with advocacy and the whole process of constructive change.As noted by a survivor:

'Crucial to this understanding is the voice of vulnerable and exploited children.I believe their voices must become central to our actions against the sexual exploitations of children.If you see us only as victims, you have missed the point.We could be leaders, indeed many of us are.'

This changing perception and image calls for more broad-based concrete action including:

-        Recognise those most vulnerable and protect them;

-        When commercial sexual exploitation is happening, develop respectful non-punitive interventions for children and hold those responsible for buying, selling and facilitating the exploitation of children accountable ''we must stop jailing our exploited children.'

-        Fund and resource exiting and healing programmes for children and youth who are exploited;

-        Engage young people in the development of laws/policy programmes and services.'

The wisdom of the victim who became a survivor, who became a change agent, who became a leader, is seen from these quotations from the young person concerned:

By supporting our Commercial Sexually Exploited youth, we send a message that we know what is happening, we are sorry we let you down and we care and we want you to be safe and free.

And

'As we struggle for solutions to end the Commercial Sexual Exploitation of Children, we may find that it is the children that have been exploited that show us the way.'

Australian Children's Rights News, Issue Number 32, April 2002.

The Australian Youth Representative was Kirsten Hagon, who was part of Australia's Delegation who recently attended the 56^th Session of the United National General Assembly and the General Assembly Special Session on Children.

She quoted Eleanor Roosevelt who said that human rights:

'Carry no weight unless the people know them, unless the people understand them, unless the people demand that they be lived'.

And she added

'How can we ever demand that human rights be lived, if so many have no voice?'

For fuller reports on the above please contact below:

For more information and to register for the newsletters contact:

Defence Children International

Level 6,

1 Elizabeth Street,

MELBOURNE  VIC 2000

03 9612 8914

email: info@dci-au.org

check out http://wwwecpatiyp.org

MAY 2002 -The Minister for Children and Youth Affairs and Leader of Australia's delegation to the 27^th Special Session of the United National General Assembly for Children, Larry Anthony, has delivered Australia's statement:

http:www.facs.gov.au/Internet/mincs.nsf/B9BF24F0F06605BDCA2567140011B79C/526EC147ABB36612CA256BB500027B88?Open Document

Cut and paste URL and download doc.

The Committee on the Rights of the Child will devote Friday, 20 September 2002 to the theme of the private sector as service provider and its role in implementing child rights.More information and Registration forms are available from:

http://www.unhchr.ch/html/menu2/6/crcdod4.htm.

WA GOVERNMENT- Mandatory Reporting

The WA Government is considering whether to introduce mandatory reporting and has calle3d for papers, submissions or research to inform their view.The Discipline of Social Work and Social Policy at the University of WA is undertaking the Mandatory Reporting Project.The call for submissions was place in the West Australian in May 2002.

Information can be provided by email to:

mandatory@cyllene.uwa.edu.au

or

by post to the:

Mandatory Reporting Project,

School of Social Work and Social Policy

University of West Australia,

35 Stirling Highway,

Crawley  WA 6009 

Update on Links Info

New Contact for PB Tasmania is Geraldine Crisp email gcrisp@trump.net.au or jroach@tassie.net.au

Address:

Protective Behaviours (Tas) Inc.

P.O. BOX 217

North Hobart 7002

Tasmania

Tel: 03 623119955

New Contact for PB Victoria is Marg Armstrong email: kflanagan@cps.org.au

Tel: 032 94582566

Sites of Related Interest:

Kids Help Line

http://www.kidshelp.com.au/links/childabuse/htm

NAPCAN (WA)

http://www.napcan.org.au

Focal Point on Sexual Exploitation of Children

http://www.focalpointngo.org

Clearinghouse Child Abuse Prevention Programs Database

http://www.aifs.org.au/nch/na2.htm

http://www.msd.govt.nz/agendaforchildren/index.html

http:www.edfac.unimelb.edu.au/led/ceiec/welcome.html

http://www.aic.gov.au/publications/tandi/tandi57.html

http://abuse-excuse.com

http://wwwnospank.net/s-dnqp.htm

http://ay.geocities.com/nswpetition/zerotolerance.html

If link does not connect, please cut and paste URL address

Refer to Links page for connection with other websites of PB organizations.

Educational Publications

New Release

Hidden Victims:

Children and Domestic Violence

This is a powerful and revealing program that explores some of the devastating ways in which children are affected by growing up in a home in which there is domestic violence.Hosted by The Practice's Dylan McDermott, this program reveals the impact domestic violence has on children both now and later on in life.Viewers witness first hand a 10-year-old boy's struggle to help his physically abused mother; they are also introduced to adults who are perpetuating domestic abuse in their families in response to domestic abuse they experienced growing up.Finally, viewers meet a woman who is getting her life back on tract in a shelter after years in an abusive relationship.The program is moving an unforgettable and offers an unparalleled view of the real consequences of living with domestic violence.

45minutes, order 1-2562H04 $143.00

Staying Safe

Produced in conjunction with the Queensland Centre for the prevention of Child Abuse, this Australian production is designed for teachers and children.

Teachers and parents design part 1 for use with 4-8 year olds.

It emphasises that in the same way as young children learn rules for keeping themselves safe (e.g. sun, traffic, water, poisons etc) so too they should also learn rules about what kind of touching is and isn't okay.The presenter demonstrates how such personal safety messages can be given to young children in a caring and sensitive manner.

Part11 is designed to help teachers and parents to teach personal safety rules to young children.

16 minutes order 9-82378H04 $93.50

For further information contact:

EMA, P.O. Box 312 South Melbourne, Vic 3205

03 9699 7144 email: health@ema.com.au

http://www.ema.com.au

People First Basic Essentials Training Calender

'It does not seem to be the actual disability which creates the vulnerability, but rather the'type of education (or lack thereof), and the environment [within] which children with developmental disabilities find themselves, that put them at higher risk of sexual [and other] abuse[s]' C.Y. Senn, Vulnerable, G. Allen Roeher Institute, 1986.

'BASIC ESSENTIALS'

A Protective Behaviours 'Survival Kit'

Resources, strategies, ideas, insights, and skills development,

For

People who support young people with education support needs

In education, recreation, health and/or accommodation services.

OFFERED AS A TWO-DAY Workshop

This 'kit' will explore and connect wider systemic issues with practical strategies, ideas and resources.The central objective is to assist service providers in acquiring the 'basic essentials' to introduce and

proactive 'protective behaviours' activities and programmes in varying formal and informal educational contexts.

DATES           AUGUST 12^th & 13^th

                        SEPTEMBER 2^nd & 3^rd

                        NOVEMBER 6^th & 7^th

                        DECEMBER 2^nd & 3^rd

TIMES:           8.30 ' 4pm

COST:             $200 for two days

VENUE:          FPWA, 70 Roe Street,

Numbers will be limited.Two scholarships will be provided by PIP, subsidised by winnings from the Australian Violence Prevention Award.)

Call (08) 9227 6414 email: pip@fpwa-health.org.au

IF WE WISH TO PROMOTE THE POSITIVE ALTERNATIVE TO VIOLENCE, WHAT IS IT?

'Peace'  -there is no way to peace PEACE is the way.'

DISCLAIMER

The information contained in this newsletter does not constitute legal advice about individual situations.No person should reply on these publications as legal advice regarding a claim or individual case.Although every effort is made to ensure the accuracy and correctness of the information contained herein this newsletter, no responsibility for any loss or damage arising from errors or omissions or from changes to the law or procedures is accepted.  Further no opinions or comments are held necessarily by the editor, or sponsors of this site.