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ResearchEvaluationReport
Play Your Part Prevention Framework 2013-2016
July 2016 CRICOS No. 00213
ThisevaluationreportwaspreparedbyforNAPCANbyQUTChildrenandYouthResearchCentreandwas
shapedbytheresearchofDrKarleenGwinner.
TheresearchwassupportedbyfundingfromNAPCAN.Correspondenceto:TheChildrenandYouthResearchCentreQueenslandUniversityofTechnologyhttp://www.cyrc.qut.edu.au/Email:[email protected],4059Australia©2016QueenslandUniversityTechnology:Brisbane.
Contents
ACKNOWLEDGEMENTS I
COMMONLYUSEDACRONYMS II
EXECUTIVESUMMARY 1
Abouttheproject 1
Success 4
Greatestgains 6
Challenges 7
Practiceinsights 7
1.BACKGROUNDTOTHEPROJECT 9
1.1 ChildabuseandneglectisaseriousconcerninAustralia 9
1.2 Protectingchildrenaseveryone’sbusiness 10
1.3 ProtectionandprimarypreventioninQueensland 12
1.4 Childwellbeing,rightsandpublic-healthapproach 16
1.5 Childfriendlycommunities 19
2.ABOUTTHERESEARCHEVALUATION 22
2.1 Researchevaluationpurposeandaudience 22
2.2 Practiceandresearch 232.2.1 Practice-research 242.2.2 Reviewofprogramdocumentation,currentliteratureandpolicies 262.2.3 Drawingontheexpertiseofstakeholders 26
2.3 Analysisandsynthesis 26
2.4 Ethics 27
3ABOUTTHEPROGRAM 28
3.1 Tenyearsofprogramdelivery 283.1.1 PhaseOne(2007-2010) 313.1.2 PhaseTwo(2010-2013) 333.1.3 PhaseThree(2013-2016) 36
4FINDINGS 48
4.2 Implementationofservices 484.2.1 Weaskthecommunities 484.2.2 Statisticstounderstandourcatchmentarea 49
4.3 PYPPreventionactivities 514.3.1 Activity1-CommunityEducation 524.3.2 Activity2-Givingchildrenavoice 564.3.3 Activity3-Communitydevelopment 634.3.4 SustainingthePreventionFrameworkintheRussellIsland,MacleayIslandcommunities 69
5WASPYPSUCCESSFUL? 71
5.1 Reviewoftheindicators 715.1.1 Reductionofchildabuseandneglectproblemsbroadlyacrossthetargetedcommunities 715.1.2 Increasedliteracyaboutthebusinessofchildabuseandneglect 725.1.3 Enhancedsocialsupportandcommunityconnectedness 735.1.4 Increasedfamilyfunctioningandparenting 73
5.2 Implementationchallenges 74
5.3 Greatestgains 75
6CONCLUSION 76
REFERENCES 78
APPENDIX 83
Acknowledgements
TheresearchevaluationofNAPCAN’sPlayYourPartprogramcommencedinNovember
2013andwascompletedinJune2016.Itbeganwithdiscussionwithstafftosupportthe
developmentofevaluationtoolsandindicatorsalignedtothePYPPreventionFramework.
Thanks go to the following people for working closely with the researcher during the
evaluation’s planning phase, and for their commitment to developing greater
understanding of primary prevention strategies that support children, families and
communitiestoreducechildabuseandneglect.
§ AngelaJegou,NAPCANNationalServicesManager(toDecember
2015)
§ RaniKumar,NAPCANHeadofPolicy,ResearchandCampaign
Strategy
§ TrudiPeters,NationalProgramsManager(toFebruary2016)
§ SamanthaBruderer,PlayYourPartTeamLeader
ThanksalsogoestoallthestaffatPYPwhoparticipatedinfocusgroups,interviewsand
maintainedpracticediariesduringthedatacollectionphaseoftheevaluation.Thetime
they gave to the evaluation and the contribution they made to it are gratefully
acknowledged.
Finally,thanksagaintothepeoplewhoparticipatedinthesurveysandinterviewsand
providedinvaluableinsighttotheprogram.
KarleenGwinner
June2016
Commonlyusedacronyms
AIHW AustralianInstituteofHealthandWellbeing
CALD CulturallyandLinguisticallyDiverse
CAN ChildAbuseandNeglect
CFC ChildFriendlyCommunities
CRC ConventionontheRightsoftheChild
CSSC ChildSafetyServiceCentre
DCCSDS DepartmentofCommunities,ChildSafetyandDisabilityServices
FaHCSIA Families,Housing,CommunityServicesandIndigenousAffairs
FSS FamilySupportServices
NAPCAN NationalAssociationforthePreventionofChildAbuseandNeglect
NCPW NationalChildProtectionWeek
NGO Non-GovernmentOrganisations
PaP PlayaPart
PYP PlayYourPart
QOL QualityofLife
QLD Queensland
ResearchevaluationofNAPCAN’sPlayYourPartproject
1
Executivesummary
Abouttheproject
ThePlayYourPart(PYP)programwasawholeofcommunity,multi-layered,approachto
creatingchildfriendlycommunitiesaimedatuniversalpreventionofchildabuseandneglect.
TheprogramwasconceptualisedbytheNationalAssociationforthePreventionofChildAbuse
andNeglect(NAPCAN)atatimewhenreformstothechildprotectionsysteminQueensland
(QLD) aimed at improving unsustainable practices and developing new and improved
policies and services to reduce the number of children and young people in the child
protectionsystem.
Bytakingaprimarypreventionapproach,NAPCAN’sPYPprogramsoughttorespondto
issues of child abuse and neglect through the implementation of primary prevention
strategies. As a universal initiative the program targeted families and communities and
includedactivitiessuchaseducation,multi-disciplinesocialandfamilysupport,andongoing
communityawarenesstopromotepositiveperceptionsofchildrenandyoungpeople,andin
turn, lead to thedevelopmentof child friendlycommunities.Theprogram implementeda
‘wholeofcommunity’preventionapproach,wheretherewasaclearfocusonputtingchildren
attheforefrontoftheprioritiesofgovernmentandcommunities.
The PYP program drew on three theoretical perspectives which explicate primary
preventionandreinforcecommunitystrengtheningmethods.Thetheoreticalunderpinnings
of their prevention framework included a public-health model, developmental–ecological
methodology, and rights-based/assets-based community development approaches (see
Figure1).Theseconceptualperspectivesunderpinservicedeliveryof thePYPprogram.As
such, the PYP program was organised within a public-health model linked to primary
prevention, attentive to a developmental-ecological methodology to foster multiple and
interdependentprotectiveandnurturingcontextsforchildrenandyoungpeople.Thethird
orientation involved a community development, strengths-based approach drawing upon
existingstrengthsandassetsinlocalcontextsthatensuretherightsofchildrenareupheld,
andtheearly identificationof thepatterns,andcausesofabuseandneglectat individual,
neighbourhoodandsocietallevels.
ResearchevaluationofNAPCAN’sPlayYourPartproject
2
Figure1PYPPreventionFramework
FundedbytheQLDDepartmentofCommunities,theprogramwasfirstpilotedbetween
2007and2010asPlayaPart(PaP)infivesoutheastQueenslandcommunitiesincludingthe
GoldCoast,Springfield,Toowoomba,ChermsideandInalatoGoodna.Theevaluationofthe
PaPpilotphase(2007-2010)describedtheprogramasutilisinga‘catalystapproach’inwhich
theprojectworkersaimedtoinfluencecollectiveefficacyandactionwithexistingcommunity
agenciesandgroups.
During2010-2013thePaPprogramwasfundedbyQLDDepartmentofCommunities to
provide Community Education, community partnerships and advocacy and awareness
activities.Theprogramwas implemented in thegeographical regionsofBeenleigh,Eagleby,
VictoriaPoint,RedlandBayandtheMacleayandRussellMoretonBayIslands.Thefindingsfrom
theevaluation-researchofthesecondphaseindicatedthatthePaPprogramstrengthenedkey
protective factorsassociatedwith reducedoccurrenceof childabuseandneglect, including
improvedstrongersocialconnections,positivechilddevelopment,betteraccesstoconcrete
supports,andtheexpansionofexistingsystemstosupportchildfriendlycommunities.
Followingthe2012QLDStateelection,theDepartmentofCommunities,ChildSafetyand
DisabilityServices(DCCSDS)wasestablishedtodeliveravarietyofhumanservices,including
PublicHealthModel
• Designandencourageinterventionsandprogramsthataddressmultipleinteractingfactorsandrelationshipswhichcontributetochildren’sdevelopmentandwellbeing,givingattentiontothecontext,andthestructuralandintermediaryfactorsthatgenerateorreinforcechildabuseandneglect.
• Engagementandconsultationupholdingachidrights-basedapproachthatincludeschildrenandyoungpeople’sparticipationassocialcitizenstodevelopsolutionsandactionsthatpromotethewellbeingandsafetyofchildren,youngpeopleandtheirfamiliesandthatstopschildabuseandneglectbeforeitoccurs.
• Provideservicesandinterventionswithanemphasisonprimarypreventionofchildabuseandneglectacrossthewholeofthecommunity,andsecondarypreventionofidentifiedriskfactorsthatcontributesubstantiallytochildabuseandneglect.
Developmental-Ecological
Methodology
Asset-basedCommunityDevelopmentApproach
ResearchevaluationofNAPCAN’sPlayYourPartproject
3
prevention, early intervention, intensive support and continuing care. Three key reform
programswereoutlinedincluding,
• ChildandFamilyReform
• DisabilityServicesReform
• SocialInvestmentReform.
TheChildandFamilyReformProgramaimedtodeliveronthedepartment’sresponsibilities
set out in the government’s response to theQueensland Child Protection Commission of
InquiryReport.
InthecontextofthereformstotheChildandFamilyReformProgram,thePAPprogram
wasfundedbyDCCSDSfortheperiodof2013-2016.Theprogramunderwentanamechange
fromPlayaParttoPlayYourPart(PYP)andwas‘helicoptered’intothegeographicallocations
ofEightMilePlains,Kuraby,Runcorn,SunnybankHills,CoopersPlainsandWynnum-Lota.
Since inception NAPCANs Play a Part/Play Your Part has advocated everyone’s
responsibilitytoinclude,support,providefor,andprotectchildren.Giventheprogramhas
beendeliveredfornearlytenyearsitisopportunetoconsiderthesimilaritiesanddifferences
ofthetwoprecedingPaPphasesandthecurrent2013-2016phase.Tothisaimasummaryof
each phase is provided in Chapter 3 and the similarities and differences are highlighted
throughoutthefindingssection.Theresearch-evaluationappraisedindicatorsofsuccessthat
take intoaccount thePYPprevention frameworkestablished in theprecedingPaPphases.
Four key indicators relative to the PYP prevention frameworkwere establishedwith staff
throughfacetofacediscussion inresearchmeetingsatthestartofthecurrent2013-2016
phase.Theindicatorsinclude,
• Reduction of child abuse and neglect problems broadly across the targeted
communities-
ü childrenarehealthy,safeandwell;
ü child friendly communities are evident through increased monitoring and
evidenceofprogramsrelatedtopromotion,preventionandfamilyqualityoflife
qualityoflife(QOL).
• Increasedliteracyaboutthebusinessofchildabuseandneglect
ResearchevaluationofNAPCAN’sPlayYourPartproject
4
ü education, training andengagementof the community to influenceattitudes
andbeliefsaboutabuseandneglect.
• Enhancedsocialsupportandcommunityconnectedness
ü rights of every young citizen and family aremet e.g. food, clothing, shelter,
health,education,family,cultureandidentity.
• Increasedfamilyfunctioningandparenting
ü thecoordinationandcollaborationofservicesforfamilyandparentsupport;
ü expanded and/or targeted capacity of services to provide family support
programsandworkwithfamiliespreviouslydisengagedorvulnerable.
This evaluation also considers the implementation contexts and the complexities of
workingwithcommunities indifferentgeographical locations (seeFigure5)duringathree
yeartime-frame.Tothisaimanoverviewofthereformstochildabuseandneglectprevention
inQLDsincethereleaseoftheFordeInquiry(1999),hasbeenprovidedintheBackground
section.Departmentalchangesin2013,policydirectionsandseveralfrontlineservicechanges
influencedtheintentandimplementationofthePYPactivitiesduringthe2013-2016phase.
Throughoutthisphaseastrongshiftfromauniversalapproachtopreventingchildabuseand
neglecttoatargetedapproachwithvulnerablefamiliesandservicesevolvedinresponseto
contractualchanges.
Alongsidethefindingswhichindicatesuccessinearlyinterventionandpreventionofchild
abuseandneglect,thechallenges,greatestgainsandpracticeinsightsofthethirdphaseof
thePYPprogramarepresentedsothesecanbesharedwithothers toconsiderstrategies,
perspectives,practicesandapproachestothepreventionofchildabuseandneglect.
Success
ThePlayYourPartprogramcanbesaidtohavebeensuccessfulintermsofengagement,
developmentandimplementationofwide-rangingpreventionstrategiesandtargetedfamily
support service delivery. The PYP activities accomplished both targeted and universal
preventionofchildabuseandneglectwhenconsideringtheimplementationcontextandthe
complexitiesofthecommunities’capacitytoberesponsivetotheneedsofvulnerablefamilies
andtheirchildren.Inthetablebelow,evidenceofPYPachievementsaresummarisedagainst
theServiceDeliveryMilestones4.2(Table1).
ResearchevaluationofNAPCAN’sPlayYourPartproject 5
Activitymilestones Evidenceofachievement Whatcouldhaveimprovedtheresult
ResourceRussellandMacleayIslandsCommunityNetworkonMacleayandRussellIslands,andlinkvisitingserviceproviderstokeycommunityleaders.
ThekeyfacilitatingrolefortheBayIslandFamilyActionGroupwashandedovertotheMangeroftheCageYouthFoundationuponPYPexit.CommitmentandinitiationofchildandyouthfriendlyactionplanbytheBayIslandFamilyActionGroupatconclusionofPYPservices.
Bettermanagementandcommunicationofchangesasaresultofthegapbetweenthesecondandthirdphasefundingcontracts.Postexitfollowup/review
CollectandanalysedatafortheMountGravattSafetyServiceCentrecatchmentarea.
DemographicdatawassourcedthroughAEDC,SEIFAandABSindexesandprovidedbroadoverviewoffamilycharacteristics,familystructures,dwelling,countryofbirth,economicindicators,educationandoccupation,andearlydevelopmentofchildren.Thisdatawasusedtoidentifyhighriskareas/situationswithinthegeographicalareatotargetactivities.Consultationswiththelocalcommunitiesandsurveyswithstakeholdersunderscoredmulti-sectoralgapsinservices,policiesandthefactorsthatinfluencepreventionwithintheareas,infamilysupportservicesandmoregenerallyindividualslackofknowledgeaboutchildabuseandneglectandprevention.
ChildSafetydatawasrequestedfromthedepartmentbutremainedoutstanding.Child’sperspective
DevelopandfinaliseMountGravattChildSafetyServiceCentrecatchmentImplementationPlan
TheImplementationPlanwasdevelopedandhighlightedbroadstrategyforimplementation.Partner/communityplanningframeworkswereevidencedofmorelocalisedactionstosupportgoals.
IdentificationoftherisksandchallengesAlivingdocumentoutliningActionPlan(s)couldaccompanytheImplementationPlantodrilldowntheactivitiesandachievementsastheprogramevolvedandpartnershipswithstakeholdersandengagementofchildrenandyoungpeoplehelpidentifygapsandneeds.
ImplementMountGravattChildSafetyServiceCentrecatchmentimplementationstrategyandservicedelivery
AnInter-agencyalliancewasestablishedtoenablecollaborationandengagementwiththecommunitiesinthecatchmentregions.ThescopeofactivitiesfocusedonthethreekeydomainsofthePYPpreventionframeworki.e.CommunityEducation,GivingChildrenaVoiceandCommunityDevelopment.TherewasastrongemphasisinthisphaseontheCommunityEducationactivities.
Geographicalboundarieslimitedtheengagementofservicesandindividualsandchildfriendlycapacitybuildinginthegiventimeframe-amoreflexibleapproachtothecommunityboundarieswasneededtoalignwiththeeverydayrealitiesofthecommunitiesaswouldmoreflexibilitytoengagegroundupuniversalinitiativesStaffcontinuityandfunctionofrolededicatedtoPYPactivities
ResearchevaluationofNAPCAN’sPlayYourPartproject 6
CollectandanalysedatafortheWynnumSafetyServiceCentrescatchmentareas.
DemographicdatawassourcedthroughAEDC,SEIFAandABSindexesandprovidedbroadoverviewoffamilycharacteristics,familystructures,dwelling,countryofbirth,economicindicators,educationandoccupation,andearlydevelopmentofchildren.Thisdatawasusedtoidentifyhighriskareas/situationswithinthegeographicalareatotargetactivities.Consultationswiththelocalcommunitiesandsurveyswithstakeholdersunderscoredmulti-sectoralgapsinservices,policiesandthefactorsthatinfluencepreventionwithintheareasinfamilysupportservicesandmoregenerallyindividualslackofknowledgeaboutchildabuseandneglectandprevention.
ChildSafetydatawasrequestedfromthedepartmentbutremainedoutstanding.Child’sperspective
DevelopandfinaliseWynnumChildSafetyServiceCentrecatchmentImplementationPlan
TheImplementationPlanwasdevelopedandhighlightedbroadstrategyforimplementation.Itdidnotreflectcollaborativeinputfromanycommunitypartners.Partner/communityplanningframeworkswereevidencedofmorelocalisedactionstosupportgoals.
IdentificationoftherisksandchallengesAlivingdocumentoutliningActionPlan(s)couldaccompanytheImplementationPlantodrilldowntotheobjectives,theactivitiesandachievementsastheprogramevolvesandpartnershipswithstakeholdersidentifygapsandneeds.
ImplementWynnumChildSafetyServiceCentrecatchmentimplementationstrategyandservicedelivery
Ayouthagencycommunitynetworkwasestablishedtoenablecollaborationandengagementwiththecommunitiesinthecatchmentregions.ThescopeofactivitiesfocusedonthethreekeydomainsofthePYPpreventionframeworki.e.CommunityEducation,GivingChildrenaVoiceandCommunityDevelopment.TherewasastrongemphasisinthisphaseontheCommunityEducationactivities.Initiativestargetingearlychildhoodwerestronglysupported.TheestablishmentofaPYPofficeinthenewcommunityhubwasindicativeofsuccessfulcapacitybuildinginitiatives.
LongertimeframesFlexibilitytoalignwithcommunitiesandengagegroundupuniversalinitiativesChildandyouthdrivenactions
Table1PYPachievementsagainsttheServiceDeliveryMilestones
Greatestgains
Findingsfromtheevaluationshowthatoneofthegreatestgainsmadebytheprojectwas
thatitmanagedtostartmanymeaningfulconversationsinthegeographicalareasthatledto
both formalised and informal relationships and collaborations to keep children safe. The
findings indicate that the PYP programwas able to advance actions by non-government,
government,agenciesandthecommunityitselftowardssimilargoalsinwhichchildrenand
youngpeoplehavetheirbasicneedsmet,aresafeandabletolivewithoutfear,andhavethe
ResearchevaluationofNAPCAN’sPlayYourPartproject 7
opportunity tohavea childhood. Thegreatest gainsareexpandedon in Section5of this
report.
Challenges
AkeychallengeforthethirdphaseofthePYPprogramwastheinfluenceofconditions(e.g.
an emphasis on secondary level support) and limitations (e.g. geographical confinement,
staffingarrangements)whichdidnotsitwellwiththeunderpinningprinciplesandtheoretical
perspective of the program. The was a distinct conflict between NAPCAN’s intent of the
programand the focus of theDepartment’s contractual requirements. The importance of
achievingandholdingsharedunderstandingabouttheimplementation,targetandgoalsof
theprogrambetweenPYPandthefundingbodycannotbestressedstronglyenoughforfuture
endevours.ThechallengesarefurtherelaboratedinSection5ofthisreport.
Practiceinsights
ThechallengesandlearningsfromthethirdphaseofNAPCAN’SPYPprogramhavebeen
distilledintopracticeinsightsthatappearthroughoutthisreport.Thesearecollatedbelowso
they canbe sharedwithothers in the fieldofpreventing childabuseandneglect tobuild
practice.Theseare:
1. Askingcommunitiesthroughconsultationsandsurveysenablestheintroductionofprogramactivitiesand/oreducationbasedontheuniqueresponses,strengths,needsandidentifiedgapsofeachcommunity.
2. CommunityEducationactivitiesare invaluableandextremelybeneficialtoearlyeducation
agenciesandother familysupportservices,particularly toensureknowledgeandpracticecontinues tobegrounded in the local community, therefore responsiveand supportive tofamiliesandchildren.
3. Withtheincreasingresponsibilitiesofteachersandearlychildhoodcarerstoreportsuspected
childabuseandneglectthereisaveryrealneedtoensureregularevidence-basedtrainingopportunitiescontinue.
4. Training and education programs should be targeted at everybody to avoid stigmatising
groupsandensurepeopleare reached, informedandconfident inmaking judgmentsandassertiveintakingactionstopreventchildabuseandneglect.
5. GivingChildrenaVoiceinvolvesteachingchildrenandyoungpeopleabouttheirrightsand
educatingthemsothattheyareempoweredtoactuallybeabletosay,‘nothat'snotokay,I'mnotgoingtoputupwiththat.’
6. GivingChildrenaVoiceisthecorebusinessofuniversalchildabuseandneglectprevention
strategiesandisimmenselyusefultoidentifypreventionassetsthatarebothpracticalandavailabletochildren.
ResearchevaluationofNAPCAN’sPlayYourPartproject 8
7. Thereadinessandthecapacityofthecommunitytocreatechildfriendlycommunitiesshould
beassessedprior to implementinguniversalpreventionprograms suchasPlayYourPart.Elements which are crucial for community development approaches to work includecommunityconnectedness,socialsupportnetworksandservicesalreadyontheground.
8. A top down approach, which valued secondary level targeted support and therapeutic
methodstopreventchildabuseandneglect, jeopardisesthevital rolechildrenandyoungpeopleplaytoinformandfacilitatenon-formalsupportsystems.
9. The current phase of PYP built on previous practices and strengthened the ‘catalyst’ or
brokeragemodel inwhichcommunitywasthemeansandtheendofcommunitycapacitydevelopment andwithwhich staff ‘inspired’ stakeholders to envision themeans throughwhich to create the changesneeded to solveproblemsand thusprevent child abuseandneglectfromhappeninginthefirstplace.
10. Inter-agencyalliancesthatdriveprimarypreventionaresignificanttoestablishpartnerships
andcollaborativereorientationofservicesthataddressthecomplexfactorsthatimpactchildabuse and neglect. Through such a group, program personnel can work closely withstakeholderstoidentifygapsandneedsandimplementgenuineandtargetedcollaboration.
11. Preventionmustbedrivenbydataexchangedatalllevelsofthecommunity.Thereisaneed
to share information that tells communitieswhichproblemsareoccurring,whyproblemsoccurandhowfamilysupportservicesinthecommunitymighttakingactiontopreventtheproblemhappeninginthefirstplaceorfromreoccurring.Withoutgood,twowaysharingofdataaboutchildren’sandfamily’sneedsitisnotpossibletoknowhowtotargetpreventativeandearlyinterventionservicesontherightchildrenandfamilies.
12. Communitydevelopmentactivitiesreinforceacompositeapproachtoapublichealthmodel
of prevention in that activities are a stepping stone for engaging the community andsupportingthem inunderstandingthecausesofchildabuseandneglectaswellastakingactiontosupportvulnerablefamiliesandpreventitfromhappeninginthefirstplace.
13. Keygapsintheprovisionofchildabuseandpreventionstrategiesinlocalcommunitiesare
thesystemsandfundingtosustainlocalinfrastructureandongoingactiveimplementation,scaling,andcontinuousimprovementofeffectivepreventionstrategies.
14. Even in situations where change results from external directives or funding constraints,
managementandcommunicationofthechangesisessentialforoptimaltransition.
ResearchevaluationofNAPCAN’sPlayYourPartproject 9
1. Backgroundtotheproject
1.1 ChildabuseandneglectisaseriousconcerninAustralia Imagineacommunityinwhichallchildrenaresafefromharmandsecureintheplacethey
live.Pictureyourownpart toplayathome, inyourneighbourhoodandthecommunity to
guaranteeaworldwherechildrenandyoungpeoplefeelsafe,includedandthattheirvoices
and opinions are valued. What actions would you take? How would your own family
experiencesandvaluesinformyouractionstoprotectthem?Howwouldyouinvolvechildren
andyoungpeopleinmakingdecisionsthataffectthem?Therearemultipleinteractingfactors
thatcansupportfamiliesandhelpchildrenandyoungpeoplegrow,prosperandliveinsafe,
secureandhappycommunities.Weallhaveaparttoplaytoassurethewellbeingofallchildren
andyoungpeopleandtheirrightsashumanbeings.
ChildabuseandneglectisaseriousconcerninAustralia.Childabuseandneglectcanbein
the form of physical abuse, sexual abuse, psychological abuse, neglect, and witnessing
domestic violence (Australian Institute of Family Services, 2015). Data from the Australian
InstituteofHealthandWellbeing (AIHW) indicate thatduring2014-15, therewere151,980
Australianchildrenreceivingchildprotectionservices,a6%riseovertheprevious12months,
from143,023childrenin2013-14.Childrenagedunderoneweremostlikelytobethesubject
of a substantiation (14.7 per 1,000 children). Emotional abuse was the most common
substantiatedabusetype(43%),followedbyneglect(26%)andphysicalabuse(18%).Sexual
abusewasmorecommonamonggirls;othertypesofabusewereslightlymorecommonamong
boys. Child protection data, however, exclude cases where the abuse or neglect was not
perpetratedbytheparentandtheparentisprotectingthechild(e.g.,achildsexuallyabused
byanon-familymemberwholivesinthecommunity)(Bromfield&Higgins,2004).
Howchildabuseandneglectisdefinednoticeablyaffectsourunderstandingoftheextent
oftheproblem.Forexample,aswellasabuseandneglectintheformofphysicalabuse,sexual
abuse,psychologicalabuse,neglect,andwitnessingdomesticviolence,otheridentifiedtypes
notcapturedintheAustralianchildprotectiondatainclude
• fetalabuse(i.e.behavioursbypregnantmothersthatcouldendangerafetus,suchas
theexcessiveuseoftobacco,alcoholorillicitdrugs);
• bullying,orpeerabuse;
• siblingabuse;
ResearchevaluationofNAPCAN’sPlayYourPartproject 10
• exposuretocommunityviolence;
• institutionalabuse(i.e.abusethatoccurs in institutionssuchas fosterhomes,group
homes,voluntaryorganisationssuchastheScouts,andchildcarecentres);
• organisedexploitation(e.g.childsexrings,childpornography,childprostitution);and
• state-sanctioned abuse (e.g. female genitalmutilation in parts ofAfrica, the "Stolen
Generations"inAustralia)(Miller-Perrin&Perrin,2007;AIFS,2015)
Notwithstandingthedefinitionsandthedatathatiscollected,weknowthattherearemany
forms of child abuse and neglect occurring within Australian communities, and that too
frequentlyweknowtoolate.Theconsequencesofchildabuseandneglectareprofoundand,
intragiccasesresultindeath.Non-fatalimpactsincludeseriousphysicalinjuries,chronicpain
syndromesandothermedicalsymptoms,ongoingmentalhealthproblemsandamultiplicityof
short-and long-term life consequences such as, homelessness, incarceration and drug and
alcohol abuse. In economic terms the immediate cost to the communityof providing child
protectionservicesandout-of-homecareservicesin2013-14inAustraliawasapproximately
$3.3billion(Ockenden,2015).Kezelman,Hossack,Stavropoulos,andBurley(2015)reported
that a conservative estimate of the cost to Australian taxpayers of unresolved childhood
traumaisatleast$9.1billionperyear.
Childabuseandneglectisaproblemthatisnotconfinedtorace,socialandeconomicstatus
orthepostcodewherewelive.Hence,itisimperativethatactionstoensurechildren,young
peopleandfamiliesaresafeandsecuremustinvolveallgovernments,services,agenciesand
inshort,thewholecommunitytopreventchildabuseandneglectformoccurringinthefirst
place.
1.2 Protectingchildrenaseveryone’sbusiness
Evidencesuggestsactions topreventchildabuseandneglect shouldaimtocounter risk
factors and reinforce social models specifically targeted at protective factors across child,
familyandsocietalinteractions(Fox,Southwell,Stafford,Goodhue,Jackson,andSmith,2015).
Themoreinfluencethesefactorshaveonabuseorneglect,thegreaterthepreventativeeffect
that can be expected when addressed successfully. For example, individual factors
demonstratedasriskfactorsofchildabuseandneglectsuchaschildhealthandbehavioursor
low birth rate, can be alleviated through child health services and/ormaternity programs;
family/parentalfactorssuchaseconomicstressasaconsequenceofunemployment,maybe
ResearchevaluationofNAPCAN’sPlayYourPartproject 11
improvedbyfamilywelfareandbenefitpolicies;societalfactorssuchassocialisolationmaybe
addressedthroughsocialsupports,andneighbourhooddevelopmentprograms.
Communitywellbeingandconnectednessarerecognisedasfundamentalcomponentsthat
actively promote child safety, protection, rights and wellbeing of families and children
(Bromfield&Holzer,2008;Scott,Arney,Vimparni,Arney,&Scott,2010).Preventionandearly
interventionstrategiestargetedatassistingcommunitiestobeconnectedarewidelyaccepted
asmoreeffectiveandeconomicallyviablethancounteringabuseafterithasoccurred.
Emphasising prevention and early intervention strategies, The National Framework for
Protecting Australia's Children 2009-2020 (Council of Australian Governments, 2009) was
developed to address the complexity of factors in which children and young people are
vulnerable.TheframeworkexplicitlystatedtheCommonwealthgovernment’sintentiontoplay
a leadership role in child protection matters and spoke to an unprecedented level of
collaboration between the Commonwealth, State and Territory governments and non-
government organisations (NGOs) in the development of policies to protect children
(Babington,2011).Theframeworkrecognisesthattheprotectionofchildrenisnotsimplya
matterforthestatutorychildprotectionsystems.
The Third Action Plan of the National Framework (Commonwealth of Australia, 2015)
engagedinaconsultationprocesswithfamilies,childrenandyoungpeopleaboutthingsthat
wouldhelpmakesurechildrenandyoungpeoplearesafe.Withanemphasisonstrengthening
theabilitiesoffamiliesandcommunitiestocarefortheirchildrenandyoungpeople,theThird
Action Plan conveys targeted actions on the abilities of families and communities that are
knowntohavehighlevelsofcontactwiththechildprotectionsystem,thatis,Aboriginaland
TorresStraitIslanderfamilies,familiesimpactedbydisabilitiesandmentalhealthissues,and
familiesfromCulturallyandLinguisticallyDiverse(CALD)backgrounds.
In Queensland, the recent Queensland Child Protection Commission Inquiry (2013),
counseledforgreatercommitmentandcommunaleffortfromeveryoneincludingpoliticians,
bureaucrats, departmental staff, police, schools,NGOs and the community sectors, and—
mostofall—familiesthemselvestotransformanunsustainablerelianceonchildprotection
service(Carmody,2013).Protectingchildrenaseveryone’sbusinesscompelsactionatthelocal
levelwhilealsoencompassingwholeofcommunityapproachestoreducethesocialproblems
familiesfaceand,thusabusefromhappeninginthefirstplace.Assucheveryone’sbusinessto
preventchildabuseandneglectcomprisestheideaofmultipleconnections,participationand
ResearchevaluationofNAPCAN’sPlayYourPartproject 12
collaborationtofosterrelationshipsthatbuildprotectiveprocessesandpositiveenvironments
forchildren,youngpeopleandfamilies(Wulczyn,etal.,2010).
Currently,theQLDGovernmenthascommittedtobuildinganewchildandfamilysupport
systemoverthenext10yearswithagreaterfocusonsupportingfamiliestoprovideasafeand
securehomefortheirchildren(QLDGovernment,2016).Nevertheless,beyondtherhetoricof
apositivevisionforallchildren,youngpeopleandtheirfamilies,thereremainsaneedtoclarify
wherepreventionservicesandactionsfitintotheQLDchildprotectionsystem.
1.3 ProtectionandprimarypreventioninQueensland
Notwithstanding,theCommonwealth’sleadershiproleinchildprotectionmattersthrough
theNationalFramework,childprotectionservicesremainaStateandTerritorygovernment
responsibility.InQueensland,childabuseandneglectpolicydirectivesandserviceprovisions
haveundergoneactive changes to readdressproblems in child and family support systems
since the Forde Inquiry into child protection services in 1999. The Forde Inquiry, as itwas
known,foundsignificantevidenceofabuseandneglectofchildreninQueenslandinstitutions
and identifiedongoing concerns about currentpractices in relation to childprotection and
youth detention. The Inquiry led to the formation of the Child Protection Act 1999. Child
protectionservicesinQueenslandweresignificantlyreorganisedduringthefollowingdecade,
includingtwoindependentlegalenquiries,newlegislation,threerestructures,threechanges
ofleadership,andsignificantbudgetincreases.Thesesubstantialstructuralandlegalreforms
intended to enhance child-focused services to vulnerable children and families in QLD.
Nevertheless, they failed to establish a comprehensive balance between child rescue and
familysupport(Tilbury,2005).
In2009majorchangestostrategicareasofgovernmentincludedtheamalgamationofthe
formerdepartmentsofCommunities,ChildSafety,HousingandDisabilityServicesQueensland,
plusSportandRecreation,theOfficeforWomenandtheIndigenousGovernmentCoordination
OfficeintotheDepartmentofCommunities.TheDepartment’scommitmentwassummedup
inthemantra‘nowrongdoor’.Theideologybehind‘nowrongdoor’proposedtoensurethat
anindividualorfamilywhosoughtdepartmentassistancewouldreceivearesponsethatmeets
their needs. For vulnerable children, young people and their families the ‘nowrong door’
ideology would enable a strengthened focus on protection across all stages of the child
protectioncontinuum.AstreamlinedChildSafetyPracticeManualwasfinalisedinJuly2009.
ResearchevaluationofNAPCAN’sPlayYourPartproject 13
In2010theQueenslandParliamentpassedtheChildProtectionandOtherActsAmendment
Act2010aimedatenhancingthecapacityofNGOstointerveneearlierandmoreeffectively
withat-riskfamilies.AsignificantchallengetheQLDGovernmentfacedatthistimewasthe
over-representationofIndigenouschildrenandtheirfamiliesinthechildprotectionsystem.
The Blueprint strategy and reforms attempted to address the over-representation of
Indigenouschildrenandtheirfamilieswiththeintroductionofservicesincluding,SafeHouse
Services in 11 Indigenous communities; and increased funding for the Recognised Entity
services,toensurethedepartmentmakesthebestdecisionspossibleforIndigenouschildren.
Amendments to theChild ProtectionandOtherActsAmendmentAct 2010, enabled the
introductionoftheHelpingOutFamiliesinitiative,withabudgetof$55millionover4years.
Theinitiativeaimedtoprovideappropriateearlysupporttovulnerablefamilieswhohadbeen
referredtochildsafetyservices,butdidnotrequireongoingtertiaryintervention.Thisservice
supportedtheHomeHealthVisitingprogramdeliveredbyQueenslandHealth.
In2012$4millionwasallocatedtotheFosteringFamiliesinitiativetoprovideintensive,in-
homeandout-of-hoursfamilysupportservicestovulnerablefamilieswhereareport,primarily
about neglect had been made to the department. This initiative was trialed in serval
communities inQueenslandandranfor twoyears.By2013, thedepartment introducedan
organisation-levellicencingprocessforNGOslicencedundertheChildProtectionAct1999.The
new process enabled NGOs operating across the state to spend less time making licence
applicationsandthusincreasingthefocusonfrontlineservices.
Followingincreasingpublicconcernovertherisingnumberofchildrenandyoungpeople
comingintocare,justtwelveyearsaftertheFordeInquiry,TheQueenslandChildProtection
Commission of Inquiry was established. The remit was to consider how child protection
servicesarebeingdeliveredinQLDandhowtoachievethebestpossibleoutcomesforchildren,
youngpeopleandfamilies.TheCommissionpresenteditsfinalreport—TakingResponsibility:
A Road Map for Queensland Child Protection (Carmody, 2013)—to the Queensland
GovernmentinJuly2013with121recommendationstoimproveQueensland’schildprotection
system.
Three acts were passed by the Queensland Parliament following the Carmody Inquiry
including
• PublicGuardianAct2014
ResearchevaluationofNAPCAN’sPlayYourPartproject 14
• FamilyandChildCommissionAct2014
• ChildProtectionReformAmendmentAct2014
TheChildProtectionAct1999wasagainamendedtoclarifywhenareportmaybemadeto
ChildSafetyaboutachildandtoconsolidatemandatoryreportingrequirementsinonepiece
of legislation. TheChild ProtectionReformAmendmentAct 2014 also amendedmandatory
reportingobligationstoincludethefollowingprofessionals,
- Doctors
- Registerednurses
- Approvedteachersemployedataschool
- Policeofficersworkinginchildprotection
- PersonsengagedtoperformachildadvocatefunctionunderthePublicGuardianAct2014
- Anauthorisedofficer,employeeoftheDepartmentofCommunities,ChildSafetyand Disability Services, a person employed in a departmental care service orlicensedcareservice.
Withacommitmentto implementrecommendationsfromtheCarmodyInquiry,reforms
targetedcomprehensivechangestothewayQueenslandprotects,caresforandsupportsits
most vulnerable children (AIHW, 2015 p.24.). Integrated and intensive family intervention
servicesacrossQueenslandwerethekeyfocusofeffortstoexpandandimprovefamilyand
parentingsupport.The2014–2015StateBudgetprovidedfundingof$6.5millionasthefirst
instalmentof amajor new investment in Intensive Family Support Services forQueensland
families.AnevaluationoftheHelpingOutFamiliesinitiativewascompletedinJune2014.The
findings were used to inform government investment for newmodels of intensive family
support.Overthe2014-2015periodtwonewstatutorybodieswereestablished,
• theOfficeofthePublicGuardian,toprotecttherightsandinterestsofvulnerable
Queenslanders, with special responsibilities to support and protect the rights of
childrenandyoungpeopleinout-of-homecare;and
• the Queensland Family and Child Commission, to provide expert oversight of
Queensland’schildprotectionsystemandpartnerwithothergovernmentandnon-
government agencies to ensure best practice services are being delivered for
Queenslandfamiliesandchildren.
ResearchevaluationofNAPCAN’sPlayYourPartproject 15
By2015anewmodelofintensivefamilysupportwassetuptoprovidea‘frontdoor’for
childrenandtheirfamiliesinneedofassistanceandsupporttoconnectwithfamilysupport
serviceswithoutunnecessarycontactwiththestatutorychildprotectionsystem.Familyand
Child Connect services and Intensive Family Support services were established in some
communitiesinearly2015withplanstorolloutnewservicesacrossthestateby2017.Also,in
2015thegovernmentlaunchedtheStrengtheningFamiliesProtectingChildrenFrameworkfor
PracticewhichincludedatrainingmodelforchildsafetyofficersandNGOproviders.Atthis
time,ongoingamendmentsincludedareviewoflegislativemandatoryreportingprovisionsfor
childprotectionconcernstoapplytokeyprofessionalsintheearlychildhoodeducationand
caresector.
Notwithstandingthegovernment’scommitmenttoencourageeveryoneinthecommunity
to take responsibility for protecting children, and the necessity of the above reforms in
Queensland, investment and service delivery for themost part have focused on intensive
interventionsandtertiarylevelstrategiesfocusedonabuseorneglectperpetratedwithinthe
family.In2015overhalfofanadditional$406millionfundingapportionedoverfiveyearsfor
thechildandfamilyreformswasallocatedtosecondarysupportservicestosupportfamiliesto
carefortheirchildrenandkeepthemathome(StateofQueensland,2015).Theseexpenditure
andpolicy reformsmostly targetefforts and reforms toward the statutory childprotection
systemand,thusfailtoalignwiththeNationalFrameworkremitforaunifiedapproachthat
recognises that the protection of children is not simply a matter for the statutory child
protectionsystems (CommonwealthofAustralia,2009ap.6).Neitherdotheyalignwiththe
declarationmadeonthePreventionandearlyinterventionwebsite(figure2),whichspecifies
threelevelsofpreventionandearlyinterventionservices,includinguniversalservices.
ResearchevaluationofNAPCAN’sPlayYourPartproject 16
Figure2QLDGovernmentPreventionandearlyintervention
The QLD Government’s aspirations to promote a positive vision for all children, young
peopleandtheirfamilies,embracesworkingtowardsthreesignificantoutcomesincluding,
• communitiesandservices(e.g.childcareservices,schoolsandcommunityhealth
services)aresafe,healthy,inclusiveandsupportiveofchildren,youngpeopleand
theirfamilies
• families are strong, valued in their nurturing role, and capable of ensuring the
safetyandwellbeingofchildrenandyoungpeople
• children and young people are nurtured, healthy, safe and realise their full
potential.
As such, these goals resonate with child wellbeing perspectives and public-health
approaches wherein the best interests of the child are sustained and promoted through
ongoing,long-termcommunitydevelopmentprocesses.
1.4 Childwellbeing,rightsandpublic-healthapproach
PriortothereleaseoftheNationalFramework(2009),adiscussionpaperwascirculated
by the Australian Government Department of Families, Housing, Community Services and
IndigenousAffairs(FaHCSIA)forconsultation,Australia’sChildren:SafeandWell—ANational
FrameworkforProtectingAustralia’sChildren(FaHCSIA,2008).Thediscussionpapercalledfor
Thedepartmentfocusesonthreelevelsofpreventionandearlyintervention:
-universalservicesrelevanttothewholeofthecommunity
-programstargetedtochildren,youngpeopleandtheirfamilieswithidentifiedrisks
-availableforchildren,youngpeopleandtheirfamilieswhoareathighriskofenteringthe
statutorysystem(onceachildoryoungpersonentersthechildprotectionsystem,they
comeunderthecareofourdepartment).
Primary Prevention Services
Secondary Prevention Services
Intensive and Specialist Prevention Services
ResearchevaluationofNAPCAN’sPlayYourPartproject 17
anexaminationofpreventionandearlyinterventionservicesandhowthesecanintegratewith
tertiaryinterventionservicestoreducethevulnerabilityofchildren.Itpointedtotheneedto
lookbeyondasiloedviewoftheissuesofchildprotection,tobroadercommunityissuesrelated
tofamilyandchildren’swellbeing(Higgins,2014).
Well-beingasaconceptdrawsonholisticandstrength-basedperspectivesthatconsider
thewhole child and cross several domains of overall life quality and functioning including:
physical,mentalandbehaviouralhealth;socialandemotionalhealth;safetyandthephysical
environment; economic security; and academic and intellectual outcomes. Well-being
encapsulates both the child’s and family’s capabilities to participate meaningfully in the
communitiestheyliveandinallaspectsofeverydaylife.
Growingdiscoursebypractitionersandevidencefromresearchsuggestthatindicatorsof
thewellbeingofchildrenwhoaregrowingupinarangeofdifferentfamilyenvironmentscan
increaseourunderstandingofhowservicesmaybeprovidedtoimprovefamilyenvironments
more broadly in society, and achieve more than can be achieved through statutory child
protectionservices,or throughtargetedprogramsto familiesofchildren identifiedthrough
welfareservices(Higgins,2014p.40).
For example, associations between family environments and six measures of child
wellbeing: weight status; injuries; social and emotional wellbeing; cognitive development;
literacy;andnumeracywereexaminedbyMullanandHiggin(2014),whofoundassociations
betweenfamilyenvironmentandchildren’scognitivedevelopment.CaultonandKorbin(2007)
examinedthechallengesofdevelopingusefulindicatorsofchildwell-beingatthelevelofthe
neighbourhoodandsuggestindicatorsofchildwell-beingmustincludemultipleneighborhood
measures,includingmeasuresavailablefromadministrativedataandbasedonbothchildand
adultperceptionsofneighborhood.Further,Jones,LaLiberteandPiescher(2015)outlinedand
compareseveralcurrent frameworksofchildwell-being,anddiscussed the implications for
childwelfarepoliciesandpracticestobetterattendtothegoalofchildwell-beinginthechild
protection system. Accordingly, through a child well-being lens, prevention and early
interventionofchildabuseandneglectcanbeunderstoodasaprocessratherthanonlyasa
measurableoutcome.
Afocusonthewell-beingofchildren,correspondstotheframeworkadoptedbytheU.N.
ConventionontheRightsoftheChild(CRC)whichmeasurestheprogressofcountriesagainst
specificindicatorsofchildren’shealthandwellbeing.TheDeclarationoftheRightsoftheChild
ResearchevaluationofNAPCAN’sPlayYourPartproject 18
canbecharacterisedasthefirst Internationallyadopted instrumentofsocialandeconomic
rightsforchildren(Doek,2014p.188).AsasignatorytotheCRC,Australiahasitsprogressin
implementingeachArticlemonitoredbytheCommitteeontheRightsoftheChild.In2012the
Committeeexpressedconcernsrelatedtomanyissuesincludingthattheprincipleofthebest
interestsofthechildisnotwidelyknown,appropriatelyintegratedandconsistentlyappliedin
alllegislative,administrativeandjudicialproceedingsandinpolicies,programmesandprojects
relevanttoandwithanimpactonchildren(CommitteeontheRightsoftheChild,2012). In
2013,theCommonwealthgovernmentestablishedaNationalChildren’sCommissionertohelp
promotetherights,wellbeinganddevelopmentofchildrenandyoungpeopleinAustralia,and
ensuretheirvoices,includingthoseofthemostvulnerable,areheardatthenationallevel.The
establishmentofaNationalChildren’sCommissionerwasakeyachievementofthe‘Advocating
NationallyforChildrenandYoungPeople’nationalpriorityundertheFirstThree-YearAction
PlanoftheNationalFrameworkforProtectingAustralia’sChildren2009-2020(Commonwealth
ofAustralia,2009b).
Achildren’srightsperspectiveprovidesafundamentallydifferentstandpointonchildabuse
and neglect than protective approaches that concentrate on statutory and professional
responses.ThegreateststrengthofanapproachbasedontheCRCisthatitprovidesalegal
instrument for implementingpolicy, accountability, and social justice, all ofwhichenhance
public-healthresponses(Readingetal.,2009).TheCRCprovidesaframeworkforprotecting
children from inter-personalviolence,harmfulenvironments,negative influencesaswellas
structuralinequalities.ThroughtheCRClens,childabuseandneglectmustbeconsideredin
broadertermsthanabuseorneglectperpetratedbytheparentandsolelyamatterforthe
statutory childprotection systems. The child is entitled to full protection fromall formsof
violence(Willow,2010p.30).
Fromapublic-healthperspectiveriskstochildren’ssafetyandwellbeingandtherefore,their
rights, should be reduced rather than dealingwith abuse or neglect once it has occurred.
Throughinterdisciplinaryapproaches,public-healtheffortsaredeliveredacrossthreetiersto
improve health, wellbeing and QOL. That is, primary -universal supports for all families;
secondary-supportforfamiliesneedingextraassistance,withafocusonearlyintervention;
andtertiary-childprotectionservices.Apublic-healthpreventionperspectiverequiresgrasping
theunderlyingcausesoftherisks.Inknowingthecauses,actioncanthenbetakentoprevent
therisksfromhappeninginthefirstplace.Suchactionisreferredtoasprimaryprevention.
ResearchevaluationofNAPCAN’sPlayYourPartproject 19
Intherecentpast,internationalpolicydevelopmentsanddiscoursehavefocusedbroader
attention on a public-health approaches that includewellbeing and rights-based practices.
‘Preventingchildmaltreatment:Aguidetotakingactionandgeneratingevidence’(Butchartet
al.,2006),‘PreventingchildmaltreatmentinEurope2007’(WHO,2007),‘EveryChildMatters’
(DfES, 2003), and ‘National Framework for Protecting Australia’s Children (2009-2020)’
(CommonwealthofAustralia,2009a)allstressthecriticalroleofthechild’sperspectivebeing
attheheartofpoliciesandpracticesaboutchildrenandyoungpeople’sneeds.Thisviewpoint
acknowledges that children are experts of their own experiences. In practice it requires
supporting processes that give voice to children and young people’s concerns to achieve
prominenceandinvestmentintheearlyidentificationofpatterns,causes,andeffectsofabuse
andneglect,andpreventabilityofproblems(Gilbert,Woodman,andLogan,2012).
Importantlyapublic-healthmodelseekstoavoidblamingindividuals(Watterson,2003).A
greater focus is placed on developing understanding of the social determinants and
strengthening assistance to families and communities early enough to prevent abuse and
neglect occurring (Bromfield & Holzer, 2008). Working in partnership, providing localised
servicesandencouragingcollectiveresponsibilityandactionaroundthesocialdimensionsof
childabuseandneglectareprinciplesthatunderpinauniversalemphasisonprevention(Daro
& Dodge, 2009; Higgins & Katz, 2008). Discourse to improve interventions point to the
significanceofmulti-perspectivalreflectionsinthecontextofthecommunity,neighbourhood
andfamily,andforgreatercriticalscrutinyofriskandpredicativeagendas(France,Freiberg,&
Homel,2010;Lonne,etal.,2008;McArthur,Thomson,Winkworth,&Butler,2010).
1.5 Childfriendlycommunities
Promoting the implementationof theCRCat the levelwhere ithas thegreatestdirect
impactonchildren’slives,theUNICEFChildFriendlyCities(CFC)initiativehasguidedcitiesin
Australiaandgloballyintheinclusionofchildren’srightsasakeycomponentoftheirgoals,
policies,programsandstructures.TheCFCframeworkforactionidentifiesanumberofbuilding
blocksforalocalsystemofgovernancecommittedtofulfillingchildren’srights(UNICEFCFC,
2014).DrawingontheCFCframeworkNAPCAN,definesaCFCasone inwhichchildrenare
valued, supported, respected, provided for and actively included (Howard, 2006). An
investigationofCFCsinAustralia,byHoward(2006),indicatedthatkeepingchildrensafefrom
harmwasseenasthestartingpointforallcommunitieswantingtobecomemorechildfriendly
(p.20).
ResearchevaluationofNAPCAN’sPlayYourPartproject 20
DevelopingparalleltotheimplementationofCFCs,theCommunitiesforChildreninitiative
fundedbytheCommonwealthgovernment,respondedtotheneedtoimprovethecommunity
context inwhich children growup. The initiative aimed to achieve the coordinationof the
public,privateandcommunitysectoractivity,particularlyinareasexperiencinghighlevelsof
economicandsocialdisadvantageandbybuildingonlocalstrengthstomeetthecommunity’s
needs.TheideologyoftheCommunitiesforChildreninitiativedrawsontheintonationthat
everyone has a part to play and supports a key outcome of The National Framework for
Protecting Australia’s Children in that children live in safe and supportive families and
communities.
The concept of community in both the above initiatives owes considerable debt to
Bronfenbrenner's (1979) ecologicalmodel of family functioning and child development. An
ecologicalframeworkviewslocalcommunitiesassocialecosystems.Theecologicalperspective
considersmultiple levelsof actionandanalysis, including the child, the family, the family’s
supportsystem,andthecommunity.Anecologicalorientationiscompatiblewiththepublic-
health model of prevention, because it provides conjectural understanding of systematic
strategies to changemacro characteristics, such as legislation and social norms, andmicro
characteristics of individual behaviours (Kenny & Wurtele, 2012). In short, an ecological
perspectiveemphasisesmultiplefactors,systems,behavioursandindividualconnectionsasa
central means of creating safe and supportive families and communities for children. The
ecological lens also has particular significance to improving child wellbeing by upholding
children’srights.
Endorsing children’s right to participate by asking them what they think about the
communitiestheyliveinisafundamentaltasktoensurechildrenliveinsafeandsupportive
familiesandcommunities,contrarytocareandprotectionsystemsinwhichchildrenhavelittle
inputintodecisionsinvolvingthem(Higgins&Katz,2008).Childrenandyoungpeoplewield
culturalandnormativeinfluenceswithinandaspartofbelongingtotheirneighbourhoodsand
larger communities (Morrow, 2002). Children are part of communities, so children should
alwaysbeabletohavetheirsayaboutthethingsthatmakeagoodcommunity–andabout
thethingsthatarenotsogood(Bessel,2014p.3).
Accordingly, children’s perceptions of their value in their neighbourhood, community
attitudes andprovision of services for children and families, children’s sense of safety and
securityandtheirrelationshipswithpeopleinthecommunitycanallhavedirectandindirect
ResearchevaluationofNAPCAN’sPlayYourPartproject 21
influencesonthepreventionofchildabuseandneglect.Whenchildrenaregivenavoicetobe
heard,whentheyexpress theirviews, theyaremore likely tobeprotected fromharmand
abuse(Bessell,2009p.310).Forexample,inarecentAustralianresearchprojectwhichsought
to ask children their views about their community, a range of threats to their safety and
wellbeing where highlighted, including bullying, drunkenness, and violence, while positive
socialinteractionswereconsideredimportantforchildrentofeelsafer(Bessell,2014).Other
researchershaverecognisednotonly,arechildrenoftensubjectedtomultipleformsofabuse
andneglect,butthattheyexperiencearangeofotherthreatstotheirsafetyandwellbeing,
suchasbullyingandpeervictimisation(Higgins2011).
ThedevelopmentofCFCsoffersprocessesonwhicheffectivepreventivestrategiescanbe
builtthatrecognisechildren’sviewsandaddressbroaderdefinitionsofchildabuseandneglect.
Reconnoitringconnectionsbetweenindividualsandsocietalstructuresbylistening,valuingand
includinggrassrootsperspectivesinactionsunderpinstheideaofthePlayYourPartprogram.
PlayYourPartactsasacatalysttodrawthemultipleinteractingfactorstogethertosupport
familiesandhelpchildrenandyoungpeoplegrow,prosperandliveinsafe,secureandhappy
communities.Communitiesfrequentlyhaveendogenousmechanismstoperformthefunctions
ofchildprotectioneventhoughtheyarenotnamedassuch(Wessells,2015).PlayYourPart
playstothisstrengthandrecognisesthatweallhaveaparttoplaytoassurethewellbeingof
allchildrenandyoungpeopleandtheirrightsashumanbeings.
ResearchevaluationofNAPCAN’sPlayYourPartproject 22
2.0 Abouttheresearchevaluation2.1 Researchevaluationpurposeandaudience
Thepreventionofchildabuseandneglectisanemergingfieldofpracticeandresearchin
Queenslandandinternationally.Evaluationofprogramsandresearchisimportantbecauseit
canhelpgatherknowledgearisingfrompracticethatisimportanttoenhanceknowledgeand
understandingofthebenefitsandopportunitiesinthepreventionofchildabuseandneglect
inAustralia.
ThepurposeoftheresearchevaluationofNAPCAN’sPlayYourPartprogramwastogain
greater understanding of the practice of community wide prevention approaches and the
moderatingeffectsofPYPasaprimarypreventionstrategytosupportchildrenandfamilies
acrosslocalcommunities,andthusreducechildabuseandneglect.Aqualitativeapproachwas
usedtodevelopinsightintothefactorsandbarriersthatfacilitatethedevelopmentofeffective
childabuseandneglectpreventionstrategiesandeffectsystemchange.
Theaimsoftheresearchwereto;
i. examinestakeholderandcommunityunderstandingsofthefactorsthatpositively
influence healthy, safe and friendly communities for children, young people and
families;
ii. identify decision-making and moderating outcomes of the PYP initiative which
improveprimarypreventionstrategieswithinthechosenlocalcommunities.
iii. identify indicators aligned to the Play a Part framework that support primary
preventionofchildabuseandneglect.
Astheprogramobjectivesandgoalsshiftedtomeetcontractualarrangements,theaimsof
the research and evaluation were also altered. Rather than examining stakeholder and
communityunderstandingsofthefactorsthatpositivelyinfluencehealthy,safeandfriendly
communitiesforchildren,youngpeopleandfamilies,theresearchandevaluationsoughtto
consider the shift from a primary prevention approach to a targeted approach and the
implicationsthisshiftheldinrelationtothePYPpreventionframeworkandservicedelivery.
PriortothethirdphaseofPYPintheQueenslandChildProtectionCommissionofInquiry
Report,Carmody(2013)calledforgreatercommitmentandcommunaleffortfromeveryone
totransformanunsustainablerelianceonchildprotectionservices.Furthermore,TheNational
ResearchevaluationofNAPCAN’sPlayYourPartproject 23
Framework for Protecting Australia’s Children 2009–2020, described protecting children as
everyone’sbusinessandresponsibility(CommonwealthofAustralia,2009a).
With these points in mind, the research evaluation is intended to help practitioners,
politicians, decision-makers, programmers, communities, other stakeholders and families
themselveswith a commitment to prevent the abuse and neglect of children. It has been
suggested that any child abuse and neglect prevention strategy should give serious
consideration, amongst other things, to the types of prevention initiatives that should be
implemented,effectivecollaborativeapproacheswithchildrenandtheirfamiliesinwhichthe
focus isonstrengths rather thana family’s shortcomingsorproblems,andtheadoptionof
holistic,cross-sectoralapproachestothepreventionofchildabuseandneglectthat involve
boththeprofessionalsectorandthebroadercommunity(Tomison,1997).
Inrelationtothese,thisreportprovidesrecommendationsemergentfromNAPCAN’sPYP
programtoguideprimarypreventionapproachesthatinvolvea‘wholeofcommunity’rather
thananindividual-focusedresponse,andprovidealessproblem-focusedpictureforensuring
therightofeverychildtogrowupinasafeenvironment.
It ishopedthattheevidenceandpractice insightspresented inthisreportwill stimulate
further dialogue and innovation in universal prevention approaches that reduce the social
problemsandpressuresthatfamiliesandchildrenfaceandthus,preventabuseandneglectfrom
happening in the first place. The merits of this research evaluation are that it adds to the
understandingofthebenefitsresultingfrompreventionstrategiesandimperativesforeveryone
totakeresponsibilityinearly,preventiveinterventions.
2.2 PracticeandresearchImproving understanding of the practice of community wide child abuse and neglect
prevention approaches from a public-health standpoint requires, at a minimum, rapid
translationofresearchfindingsintopractice,ongoingmonitoringofoutcomes,indicatorsof
“whatworks”,reviewofthenatureofchangeandincreasedaction,andinformationonjust
howindividualsandcommunities learnaboutthe ‘business’ofchildabuseandneglect.The
PYPprogramplacedemphasisoneveryone’sresponsibilitytocareforandraisechildren,and
towatchout for theirsafety.Througheducationandtrainingsessions,workshops,wordof
mouth, letters, meetings, community events and ongoing promotion, PYP aimed to bring
together children, young people, parents, families, friends, neighbours, sporting clubs,
ResearchevaluationofNAPCAN’sPlayYourPartproject 24
workplaces, service organisations, schools and community groups to work on solutions to
preventcollectiveproblemsthatleadtochildabuseandneglect.
This research was underpinned by theoretical perspectives appreciative of multiple
connections, participation and collaboration, and public-health frameworks. Prominent
perspectives include the developmental–ecological framework, (Bronfenbrenner’s 1979,
Belsky, 1981; Zigler, 1990); community development (Billings, 2000; Burchill et al. 2006;
Cavayne,2006);rights-based/assets-basedapproaches(Minkler,&Wallerstein,2008;Morrow,
2002;Parton,2011;Zimmerman,etal.2011);andtheInnocentiResearchCentremodel,which
underpinsservicedeliveryofthePYPprogram(UNICEFInnocentiResearchCentre,2004).
Theresearchcombinedthreemethodstocapturedataincluding
a) practice-research,
b) reviewofprogramdocumentation,currentliteratureandpolicies,and
c) drawingontheexpertiseofstakeholderstoidentifywhattheysaywasimportantto
protectchildrenthroughinterviewsandonlinesurveys.
2.2.1 Practice-researchThepractice,researchandevaluationofthethirdphaseofthePYPprogramdrewonkey
elements of the prevention framework identified in 2010-2013 research report. PYP staff
worked closely with the researcher to implement research into practice processes and to
determine questions and survey instruments for evaluating program activities such as the
educationandtrainingsessions.PYPstaffparticipatedinresearchmeetingsheldthroughout
theprogram,focusgroupsheldattwotimepoints(2014and2016),andbymaintainingdigital
reflectivepracticediaries.
Thepractice-researchmethodenhancedtheresearchgoals,andfacilitatedopportunitiesto
refinetheaimsoftheresearch,andrespondtopracticechangesduringtheprogramdelivery.
Throughresearchmeetingsandthereflectivepracticediariesthisapproachidentifieddecision-
makingandmoderatingoutcomesofthePYPprogram.
Fourkeyindicatorsweredevelopedwithstaffduringresearchmeetingsatthestartofthe
current2013-2016phase.Theframeworkanddraftindicatorswerediscussedatfacetoface
meetingswiththeprogrammanagerandprojectofficers,andcoveredarangeofareasrelated
to the PYP activities and deliverables. The indicators were used to assist in guiding and
ResearchevaluationofNAPCAN’sPlayYourPartproject 25
evaluating the influence of NAPCAN’s PYP program on primary prevention in the targeted
communities.Theindicatorsinclude;
• Reduction of child abuse and neglect problems broadly across the targeted
communities
ü childrenarehealthy,safeandwell;
ü childfriendlycommunitiesareevidentthroughincreasedlanguage,monitoring
andevidenceofprogramsrelatedtopromotion,preventionandfamilyQOL.
• Increasedliteracyaboutthebusinessofchildabuseandneglect
ü education,trainingandengagementofthecommunitytoinfluenceattitudesand
beliefsaboutabuseandneglect.
• Enhancedsocialsupportandcommunityconnectedness
ü rights of every young citizen and family are met e.g. food, clothing, shelter,
health,education,family,cultureandidentity.
• Increasedfamilyfunctioningandparenting
ü thecoordinationandcollaborationofservicesforfamilyandparentsupport;
ü expanded and/or targeted capacity of services to provide family support
programsandworkwithfamiliespreviouslydisengagedorvulnerable.
TheindicatorswereusedtoassesstheachievementsofthePlayYourPart(PYP)program
and to inform insights related to the PYP prevention framework, and universal prevention
strategies. These indicators were included in the guidelines for the staff digital reflective
practicediaries,discussedwithstaffduringthetwofocusgroupmeetingsanddiscussedinfinal
interviewswithstaffandstakeholders.
Early researchmeetingsconcentratedonthestructureanduseof thereflectivepractice
diariestoenhancepracticeandfordatacollection.Thedigitalreflectivepracticediariesused
thesoftwareappNotebooksonIpadtablets.Notebookofferedtheabilitytostoreandshare
documentsandguidelinesforthereflectivepracticediaries.Intheintroductiontothediaries
aguideonhowtousethereflectivediariesandanengagementandactivitytemplatewere
provided.Theindividualnotebookentriesweresyncedwithashareddropboxfolder,sothat
staffandtheresearchercouldsharethedata.
ResearchevaluationofNAPCAN’sPlayYourPartproject 26
Intrinsically, collaborative practice involves navigating dilemmas. The reflective practice
diariesachievedlimitedsuccessforenhancingstaffpracticegoalsandactivitiesamidseemingly
constrictedcircumstances.Forthemostpartthediariesbecameanadditionaladministration
tasktootherreportingrequirementsoftheprogram.Staffrequiredinitialtrainingintheuse
ofthesoftware,whichdidnotoccurwithallstafffollowingstaffturnover.Nevertheless,data
gatheredthroughthismethodhavebeenparticularlyimportantinreviewoftheactivitiesand
engagementpracticeswherestaffleftPYPbeforethesecondfocusgroupandfinalinterviews
couldbeconducted.Alongwithotherprogramdocumentationandthestafffocusgroupdata,
thediariesprovidedamorecompletepictureofhowindividualstaffactivitiesmetthefourkey
indicatorsofthePYPprogram.
2.2.2 Reviewofprogramdocumentation,currentliteratureandpoliciesWithassistancefromthePYPstaff,programdocumentsweresourced,andde-identified.
These documents include performance reports, implementation plans, program and event
surveys,minutes,programresourcesand trainingevaluations.Theprogramdocumentation
offeredacheckpointandvalidityofinterpretationsindatacollectedinothermethods.
The review of current literature and policies focused on identifying parallelswith other
preventionpracticesnationallyandinternationally,andthepolicycontextwithwhichthethird
phaseofPYPwasdelivered,giventherapidmodificationsthatoccurredataStategovernment
levelduringtheprogram.Thecurrentlocalpoliciesandliteraturewerereviewedtounderstand
thecontextwithwhichtheprogramwasdelivered.
2.2.3 DrawingontheexpertiseofstakeholdersThefinalmethodinvolvedfacetofaceconversationswithPYPstaff(n4)towardstheendof
phase three, and online survey at the start of the program (n12), as well as face to face
conversationswithanumberofstakeholders(n6)engagedincommunityserviceactivitiesin
thelocalareas.Theaimofthismethodwastoexamine,asmuchaspossible,stakeholderand
communityunderstandingsof“whatworks”andthenatureofchangeandincreasedactionin
relationtothePYPpreventionframeworkandservicedelivery.
As with the reflective practice diaries method, participant response to invitations to
participate in the interviews and online survey was limited amid seemingly constricted
circumstancesand timeframes. This included staff turnover inorganisationsworking in the
communitiesandlossoffundingtoprograms.
2.3 Analysisandsynthesis
ResearchevaluationofNAPCAN’sPlayYourPartproject 27
Analysis and synthesis of the collected data was undertaken to detect patterns in the
evidence.Thiswasdonebyisolatingkeyagreement,convergence,orcomplexityemergentin
thedataandbycombiningsourcesofinformationtoreachalargerunderstanding.Analysisof
the datawas carried out using an inductive approach to establish clear links between the
objectivesandthesummaryfindingsderivedfromthedata.Thedatawereexaminedagainst
theprinciplesofthePYPpreventionframeworkandtheindicatorsdevelopedwithstaffatthe
startofthethirdphasetodetectthePYPprogrameffectsandoutcomes.Emergingthemes
wereestablishedviaameticulousstudyofthepracticediaries,focusgroup,researchmeeting
notes, interviewtranscriptsandsurveys,appraisalofprogramdocumentation,andreadings
andinterpretationsofcontemporaryliteratureandpolicy.
2.4 EthicsEthics approvalwasgrantedbyQUT’sHumanResearchEthicsCommittee in accordance
withtheNationalStatementonEthicalConductinHumanResearch.Theprocesstoacquire
approvalwasconsiderablydelayedduetoperceivedtensionbetweentheobligationtogive
maximumscopetoparticipants’freedomtoacceptrisk,andonthepresumedvulnerabilityof
potentialparticipants.InMarch2014alowriskethicsapplicationwassubmittedtotheHuman
ResearchEthicsCommittee,toundertakethecollaborativeresearchwithPYPstaffinvolving
thereflectivepracticediariesandfocusgroups,andtoundertakepreandpostsurveyswith
PYPpartner/stakeholdersthroughoutservicedelivery.
As anticipated research participants included children and potentially people who have
experiencedchildabuseandneglectrecommendationwasreceivedtosubmitafullapplication
via the National Ethics Application Form (NEAF) for review by the Human Research Ethics
Committee.Thisprocessofreviewandconsiderationmeantthatethicsapprovalandthusthe
commencementoftheresearchdidnotoccuruntilafterthe24September2014,morethana
year after the start date of the program. The pre-post survey tool was for themost part
abandonedasamethodofdatacollectionintheresearch.Avariationrequestwasmadeand
grantedinMarch2016toinvitestakeholdersandstafftoparticipateinfacetofaceinterviews
sothatclarificationcouldbesoughtwiththisparticipantgroupinrelationtothebenefitsof
thePYPprogramandinlightoftheemergentdatapreviouslycollectedduringtheresearch.
ResearchevaluationofNAPCAN’sPlayYourPartproject 28
3 Abouttheprogram
3.1 TenyearsofprogramdeliveryNational Association for Prevention of Child Abuse and Neglect’s (NAPCAN) Play a Part
programwasimplementedtenyearsagowithafocusonprimarypreventionofchildabuse
and neglect. NAPCAN is a small national organisation with a strong history of working to
advancepreventativestrategiesforchildrenandyoungpeopletominimiseexposuretoabuse
and neglect. The organisation was established to address a perceived need for greater
communication, co-operation and co-ordination in the child protection sector and was
nurturedbyagrandvisionofacountryunitedinitsapproachtothepreventionofchildabuse
andneglect.NAPCAN’sprimarypreventionapproachwasadirectresponsetothepaucityof
relevantprogramsandpoliciesfocusedattheuniversallevelandreflectsalso,anawareness
of the prevailing "band-aid" approach with a predominance of treatment services and
negligibleattentiontosupportsystemsaimedatprevention(Sinclair,1995).
NAPCANisrecognisedasthePeaknationalnon-governmentbody,and worksincloseco-
operationwith a broad range of corporate, government, NGO, research and philanthropic
organisations.IntheirefforttoengageandeducateallAustralianstounderstandtheyhavea
parttoplayinkeepingchildrenandyoungpeoplesafe,everyyearNAPCANcoordinatesthe
NationalChildProtectionWeek(NCPW)acrossAustralia.NAPCAN’smissionistoadvocateon
behalfofchildrenandyoungpeopleandtopromotepositivechangeinattitudes,behaviour,
policies, practices and the law to prevent abuse and neglect and ensure the safety and
wellbeingofallAustralianchildren.
NAPCAN’sPlayYourPart(PYP)programwasestablishedasalocalcommunityengagement
strategy aimed to prevent child abuse and neglect through the creation of child friendly
communitiesinresponsetoreformstothechildprotectionsysteminQLD.Theprogramwas
innovativeinthewaythatchildabuseandneglectwasunderstood.Ratherthanviewingchild
abuseandneglectasaproblemthatrequiredacrisis-drivenapproach,ormitigatingriskto
individual children or families in the aftermath of a crisis, PYPworked bestwhen a broad
community-partnership approach to prevent children and families from needing a child
protectionresponsewasapplied.Theunderlyingassumptionbeing thatwhencommunities
andindividualsareinformed,betterconnectedandfeelempowered,theyarebetterequipped
andabletomakepositivechangesintheirlivesthusreducingtheriskofharmtochildrenand
theirfamiliesinthefirstplace.
ResearchevaluationofNAPCAN’sPlayYourPartproject 29
The PYP program drew on three theoretical perspectives which explicate primary
prevention and reinforce community strengthening methods. The foundations of their
preventionframeworkevolvedfromlearningsgainedduringthefirst twophases,andfrom
growingunderstandingemergentinliteratureandresearch(forexampleBessell,20014;Flood
andKendrick,2012).
The PYP framework is underpinned by a public-healthmodel, developmental–ecological
methodology,rights-based/assets-basedcommunitydevelopmentapproaches(seeFigure3).
TheseconceptualperspectivesunderpinservicedeliveryofthePYPprogram.Assuch,thefirst
orientationofthePYPprogramwasorganisedwithinapublic-healthmodellinkedtoprimary
prevention.Thepublic-healthmodelinvolvedauniversalapproachtotargetdifferentgroups
acrossthecommunityandatdifferentlevelsofrisktoensuretherightofeverychildtogrow
upinasafeenvironmentandtoaddressthecomplexityof issuesandintrinsic invisibilityof
child abuse and neglect. This approach has been referred to as a composite approach to
prevention (Hunter, 2011). The second orientation was attentive to a developmental-
ecologicalmethodologythatfosteredmultipleandinterdependentprotectiveandnurturing
contextsofchildrenandyoungpeopleandaimedtotacklesystematicandbehaviouralchanges
to thepatterns and causesof abuse andneglect at individual, neighbourhoodand societal
levels(Kenny,andWurtele,2012).Thethirdorientationinvolvedacommunitydevelopment,
strengths-based approach drawing upon existing strengths and assets in local contexts to
ensure the rightsof childrenareupheld, and thatpractical solutions to local problemsare
found.Knownastheasset-basedapproach,thismethodologyacknowledgedthatinorderto
addresschildabuseandneglectassomethingmorethanasetofpathologicaldrivenissues,
theknowledge,skillsandlivedexperienceofcommunitiesthemselvesmustbeunderstoodand
utilised to achieve positive change (Brooks and Kendell, 2013). For the PYP prevention
frameworkthis lensemphasiseduppermostachidrights-basedapproachinwhichchildren,
young people, and families need to be respected as more than just passive recipients of
services.
ResearchevaluationofNAPCAN’sPlayYourPartproject 30
Figure3PYPpreventionframework
The asset-based community development approach provided a process whereby PYP
workedwith services around the UN Charter on the right of the child to establish a solid
foundationforchild-centred,familyfocused,communitybased,societysupportedandglobally
advocatedinterventions.
As a catalyst to engage and empower communities, NAPCAN adopted principles of the
UNICEFInnocentiResearchCentremodel.TheseprincipleswerelinkedtothePYPapproachto
primarypreventionof childabuseandneglect, and thevalueof supportingandpromoting
everyyoungcitizento:
• Playapart-beincludedindecisions,freedomtojoinwithothers,freedom
toexpressthemselvesandfreedomtoreceiveinformation;
• Reach their potential - things needed to develop as best as they can,
includingeducation,family,cultureandidentity;
• Live well - the right to survival includes all the basic needs of food,
clothing,shelter,healthandanappropriatestandardofliving;and,
• Be free from harm - children and young people are protected from
violence,abuse,neglect,economicexploitation, torture,abductionand
prostitution.
PublicHealthModel
• Engagementandconsultationupholdingachidrights-basedapproachthatincludeschildrenandyoungpeople’sparticipationassocialcitizenstodevelopsolutionsandactionsthatpromotethewellbeingandsafetyofchildren,youngpeopleandtheirfamiliestostopchildabuseandneglectbeforeitoccurs.
• Designandencourageinterventionsandprogramsthataddressmultipleinteractingfactorsandrelationshipswhichcontributetochildren’sdevelopmentandwellbeing,givingattentiontothecontext,andthestructuralandintermediaryfactorsthatgenerateorreinforcechildabuseandneglect.
• Throughacompositelensprovideservicesandinterventionswithanemphasisonprimarypreventionofchildabuseandneglectacrossthewholeofthecommunity,andsecondarypreventionofidentifiedriskfactorsthatcontributesubstantiallytochildabuseandneglect.
Developmental-Ecological
Methodology
Asset-basedCommunityDevelopmentApproach
ResearchevaluationofNAPCAN’sPlayYourPartproject 31
The PYP prevention framework offered interlocking approaches to assist families,
neighbourhoods and communities to create and sustain resources, infrastructure and
sustainedcommitmenttothepreventionofchildabuseandneglectbyinspiringallAustralians
toplayaparttoensuretherightofeverychildtogrowupinasafeenvironment.
3.1.1 PhaseOne(2007-2010)In2007,thethennamed,QLDDepartmentofCommunitiesfundedNAPCANtodevelopand
implementageographicallycentredprogramaimedatprevention,bybuildingcommunities
thatsupportandvaluechildrenandfamilies.Attheprimaryendofacontinuumtotacklechild
abuseandneglect, interventionsandstrategieshaveawholeof community focus,andare
effectivewhenarangeofuniversalapproachesareusedtobuildefficacy toaddress issues
beforechildabuseandneglectcanoccur.
As a universal initiative, the program targeted families and communities and included
activitiessuchaseducation,multi-disciplinesocialandfamilysupport,andongoingcommunity
awarenesstopromotepositiveperceptionsofchildrenandyoungpeople,andinturn,leadto
thedevelopmentofchildfriendlycommunities.ThePlayaPart(PaP)program,asitwascalled
then,reflecteda‘wholeofcommunity’preventionapproachimplementedintheGoldCoast,
SpringfieldLakes,Toowoomba,InalatoGoodna,andChermsidelocalities.Itshouldbenoted
that the geographical areas were distant and disparate from each other. For example,
Toowoomaba to the Gold Coast is over a four-hour return journey by car and Goodna to
Chermsideisanhourreturnjourneybycar.
ProjectstaffingFour project facilitators were employed in a part-time capacity as community
development workers. They delivered activities within the five individual
communities. Project facilitatorswerepositioned at theGoldCoast, Toowoomba,
Chermside and Goodna, and were not co-located. The Stories of Change Report
highlighted that the Play a Part team in phase one were deeply committed to a
strengths-basedcommunitydevelopmentapproach.
A number of staffing issues were highlighted in the evaluation report. Firstly,
towardsthefinalyearofthefundedperiodtherewasrapidstaffturnover.Project
management changed in the final year with a gap of twomonths before a new
manager was appointed. Project facilitators also sought new employment as the
projectendwasapproaching.Secondly,theevaluationreportnotedtimelimitations
ResearchevaluationofNAPCAN’sPlayYourPartproject 32
andinadequatestaffcapacitiesresultedineffectivelyonedayaweekofdedicated
timetooneofthegeographicalareas.
ProjectobjectivesandprojectactivitiesAkeygoalofthePaPprogramwastosupportthesecommunitiestocreatechildfriendly
cultures, environments and practices that are unique to each community’s needs. The
objectivesofphaseonewere;
a) workincollaborationwithcommunitiestodevelopcommunitypartnerships
whichsupportthecommunity(partnerorganisations)tocreatechildfriendly
cultures,environmentsandpracticeswhichareuniquetoeachcommunity’s
needs
b) facilitatecommunityconsultationseminarsutilisingseminarsemployingthe
PaPResourceKit
c) supportthecommunitytoinitiateandsustaintheirchildfriendlyactionplans
orequivalent
Theevaluationreportdescribedtheprogramasutilisinga‘catalystapproach’inwhichthe
project workers aimed to influence collective efficacy and action with existing community
agenciesandgroups(O'Connell,&Slocombe,2010,p.3).Thecatalystapproachdrewonthe
assetsandresourcesofthecommunityagenciestosustainownershipoftheactivitiesbythe
communities.Thecatalystapproachachievedpreventionofchildabuseandneglectby:
I. Constructingpartnershipsandcollaborativecommunicationprocesses,
II. Facilitatingresourcesharing,and
III. Outwardly influencingbehaviour,attitudesandprinciplesheldbyagencies
and communities, and therefore influencing support for families and
children.
The report of the first phase of PaP (2007-2010) specified that the program had
accomplished primary prevention of child abuse and neglect by increasing child-friendly
community features in the geographical areas (O'Connell, & Slocombe, 2010). This was
achievedthroughactivitiessuchasaseriesofworkshops,seminars,individualmeetingsand
subsequent actionplans to facilitate and support the implementationof localisedprojects.
However, there were some limitations indicated in terms of embedding change through
education activities alone. The significance of dedicated project facilitatorswas specifically
ResearchevaluationofNAPCAN’sPlayYourPartproject 33
recommended in order to build on the assets and resources of the primary community
agencies, and for sustained strength-based approaches that involve ‘ownership’ by the
communities.
Theauthorsofthereportalsomaderecommendationsforextendedtimeframestoensure
• base-linedataisgatheredandanalysedtoassesstheimpactofinitiatives,
• the assessment and comparison of varied approaches for community engagement
including‘hardtoreach’populations,
• theextensionofsuccessfulnetworksatstateandnationallevels,and
• embeddedsupportandcontinuousimprovementofPaPinitiatedpreventionstrategies.
Acommentfromastakeholderinrelationtotimeframesnoted,
“ThereisnotenoughtimeforprojectslikethePlayaPartone.Itwouldbeexcitingtohave
a5or10yeartimeframe.”(O'Connell,&Slocombe,2010,p.31)
3.1.2 PhaseTwo(2010-2013)ThesecondPhaseofthePlayaPartprogram(2010-2013)wasimplementedinBeenleigh,
Eagleby, Victoria Point, Redland Bay and the Macleay and Russell Moreton Bay Island
communities. While geographically closer than the communities in the first phase, the
communitiesinvolvedwereverydifferentintermsofopportunity,unity,socialenvironment
andaccesstofacilitiesandservices.Thechosenlocalitiesforphasetwowerestipulatedbythe
departmentandcorrespondedwithhighreportingstatisticsofchildabuseandneglectfrom
thosecommunities.Thetargetgroupwasfamilieswithchildrenaged0-18yearswithapriority
onthemostvulnerablechildren,youngpeopleandtheirfamilies.
There was no structured bridging or reciprocity between the groups and communities
involved in the first and second phases of the PaP programs. In addition, there was no
continuityinstaffing,ortransitionfundingtobridgetheworkbetweenthesetwophases.A
programmanagerjoinedPaPinNovember2010,shortlyfollowedbytwoprojectfacilitators.
ProjectstaffingIn addition to the program manager, another two project facilitators were
employed in a fulltime capacity to assist communities to action and sustain the
developmentof resources and initiatives tobe child friendly communities. Casual
staffwereemployedduringthephasetoassistwithspecifictasksoftheprogram.
StaffwerebasedtogetherinanofficeintheBeenleigharea.
ResearchevaluationofNAPCAN’sPlayYourPartproject 34
The training and professional values, skills, language and knowledge that staff
members brought to the program included public-health prevention and health
promotion, project development, community development and behavioural
sciences. The combination of their training and skills fostered abilities to develop
rapportandlanguageofcommongoalswithchildrenandyoungpeople,aswellas
theinterpretationandtransparencyoftheprogramagendatokeepchildrensafe.As
ateamtheymaximisedmultidisciplinethinkingandactions inthedevelopmentof
childfriendlycommunities.Theapproacheachtookwasveryembedded,andvery
dedicated.Theprogrammanagerreflectedthattheteam,
“… was very much community - community development - community connections,communityrelationships–[they]ascertainedatgroundlevelwheretheissueswereandcoulddrawinallthosestakeholders.”
ProjectobjectivesandprojectactivitiesThe second phase (2010-2013) of service delivery built on the ‘catalyst approach’ to
develop community partnerships and to create child friendly cultures, environments and
practiceswhichhadbeenestablished in the firstphase (2007-2010), and further sought to
support strength-basedapproaches to sustainownershipof initiatives in communities. The
objectivesofphasetwowere;
a) to assist communities to action and sustain the development of resources and
initiativestobechildfriendlycommunities
b) tolistentowhatcommunitymemberssayisimportanttoprotectchildren
c) ensurechildrenandyoungpeople’sperspectivesareattheheartofPaPpolicies
d) maximise child protective factors through family and community
interconnectedness,capacityandstrengths
e) to add to the growing evidence-base related to early and primary prevention
strategies.
TheconceptualorientationsandprinciplesofthePYPpreventionframeworkexplicated
community engagement and development methods for the creation of child friendly
communities to prevent child abuse and neglect and were used to help design and plan
interventions,andreviewservicesinrespondingtocommunityidentifiedproblems.Theoverall
frameworkoutlinedforphasetwodrewonthreetheoreticalmodelsforprovidingservicesand
activitiesfocusedonthepreventionofchildabuseandneglect.Thesewere:
ResearchevaluationofNAPCAN’sPlayYourPartproject 35
i. Apublic-healthmodel
ii. Adevelopmental-ecologicalmethodology
iii. Anassets-basedcommunitydevelopmentapproach.
Evaluation of the second Phase of the PaP program (2010-2013) found that the broad
conceptual orientation of the programwas an effective framework to determine the staff
initiatedactionstoachieve inclusive,safeandchild friendlycommunities.Theactionswere
groupedunderthreekeyactivitydomainsincluding,i)CommunityEducation;ii)givingchildren
avoice,andiii)communitydevelopment(Figure4).Anumberofstrengthswereevidentasa
resultoftheactivitiesinthesecondphaseincluding;
• listening to what communitymembers said about their vulnerabilities, problems or
issuesandthecapacitytocommunicateaclearvisiontomeettheirneedsandservice
gaps,
• developing strong collaborative partnerships between government and non-
governmentsectors,and
• promoting the engagement of children and young people as social citizens thus
fundamentallysupportingrespectfulrelationshipsessentialforlong-termsustainability
ofpreventionstrategies.
Involvedtheprovisionofeducationopportunitiesformembersoflocalcommunitiesincluding,identificationoftheirlearningneedsandaccesstoinformationwhichstrengthenthecapacityofchildrentobeprotectedfromexploitation,violenceandabuse.Topicareasforeducationalsessions,workshops,professionaldevelopment,forumsorresourcesincludepositiveparenting,respectfulrelationships,assertivecommunication,protectivebehaviours,legislation,policyandchildprotectionreportingandconflictresolution.
Activity1-CommunityEducation
Involvedenablingchildrentohaveasayinareasofconcernorinterestforthemabouttheircommunity.GivingChildrenaVoicesupportedopportunitiesforchildrenandyoungpeopletousetheirassets,strengthsandskillsbyparticipatinginandtakingleadershipofactivitiessuchasSpeakOuts,youthfocusedeventsanddirectlyadvocatingtolocalcouncils,organisationsandagenciesandstateandfederalgovernments.Activitiesaimedtoprovideaprocessthroughwhichchildrenandyoungpeoplenotonlyhadtheopportunitytochangetheircircumstances,butalsothemselves.
Activity2-Giving
ChildrenaVoice
Communitydevelopmentinitiativesaimedtoenhancethecapacityofchildrenandfamiliestoparticipateinfamily,communityandsociallife,meetfriendsandplayandparticipateinculturalandsocialevents.Acoreaspectoftheseactivitieswastoestablishprocessesfromthegroundup,usingactionsinwhichcommunitiesmakedecisionsthatarechildinclusiveandaddresslocalissuesofchildabuseandneglect.Activitiesemphasisedagencyandinter-agencyliaison,developingandmaintainingrelationships,advocating,actionplanningtoimplementspecificchange,andaccesstoresources.
Activity3–CommunityDevelopment
Figure4Keyactivitydomains
ResearchevaluationofNAPCAN’sPlayYourPartproject 36
InthesecondphasethePlayaPartFrameworkguidedpreventionactivitiesandstrategies
through;
• anemphasisonuniversalapproachesacrossthewholeofcommunity,whichresultedin
arangeofbroadinitiativesincludingaddressingissuesofsafetyforchildrenandyoung
peopleinpublicspaces,
• thedevelopmentofbothformalandinformalnetworkstoinvolvechildrenandyoung
peopleindecisionmakingaboutthediversecircumstancesoftheireverydaylives,and
• maximising protective factors by reinforcing (through education, advocacy and
inclusion) the capacity of service providers, agencies and community members to
identifyassetsandenhancesystemswheregapsexitsinlocalcontexts(Gwinner,2013
p.49).
Thesignificanceofworkingwithchildren,youngpeopleandfamiliesandpreservinghealthy
relationshipswasevident in informant’sdescriptions.Ayoungpersonwhoparticipatedina
focusgroupinthesecondphaseevaluationsaid,
“[Children] basically needeachother’s support tohelp support anotherperson,whichwilleventuallygetbacktoeveryone.Itwilleventuallycreateacirclewhichwillbenefiteveryoneandnotjustoneperson...”
ThegreatestbenefitsofthePaPprogramacrossbothphaseswasthe‘wholeofcommunity’
oruniversalapproachtocreatingchildfriendlycommunities,andpracticesthatensuredthe
voiceofchildrenandyoungpeopleareattheheartofpreventionactioninthegeographical
areaswhereservicesweredelivered.
3.1.3 PhaseThree(2013-2016)
Attheendof2013,NAPCANenteredintothethirdserviceagreementwiththeDCCSDSto
provide Community Education, community partnerships and advocacy and awareness
activities. As such, PaP was implemented in the following geographic areas of South East
Queensland, serviced by the Mt Gravatt and Wynnum Child Safety Service Centre (CSSC)
catchmentareaswithintheBrisbaneregion;
• CoopersPlains,SunnybankHills,Runcorn,KurabyandEightMilePlains
• WynnumandLota
• MacleayandRussell Islandsuntil31December2013 (ServiceAgreement,p.4-6).
(seeFigure5).
ResearchevaluationofNAPCAN’sPlayYourPartproject 37
Bythesecondquarterof2013anamechangewasapprovedfromPlayaParttoPlayYour
Parttostressthepersonalroleandresponsibilityofeveryoneinthepreventionofchildabuse
andneglect.Henceforth,theprogramwillbereferredtoasPlayYourPart(PYP)inthisreport.
Thechosenlocationsforphasethreewereagainstipulatedbythedepartmentwithlittle
explanation as to the background reason for engaging PYP in the chosen geographical
locations.AsillustratedinFigure5,therewerefourseparateareasoffocuswhichwerenot
linked.TheareasofCoopersPlainsandWynnum-Lotawerenotgeographicallyclosetothe
otherareasandeachareawasdivergent intermsofculture,unity,socialenvironmentand
access to facilities and services. Additional to the locations of Eight Mile Plains, Kuraby,
Runcorn, Sunnybank Hills, Coopers Plains andWynnum-Lota, the service agreementmade
provision for theprogram to continue servicedelivery in theRussell Island,Macleay Island
areasuntilDecember2013.
TheEvaluation-ResearchReport2010-2013 recommendedthatthetransitionofPYP into
futurecommunitiesshouldseektoenhancesustainabilityandlong-termrelationshipswithan
emphasis on building bridges between the new and preceding communities. It was
recommendedthatthiscouldbeachievedthroughtheexpansionofprecedingstakeholder’s
rolesasmentors in thenewcommunities.Theserviceagreementmadeaprovision for the
program to continue service delivery only in the Russell Island,Macleay Island areas until
December2013.Theaimofcontinuedservicedeliverywastoprogressexistingrelationships
with key stakeholders of the local communities as well as develop meeting protocols to
underpinthesustainabilityofthenetworkintheRussellMacLeayIslandsareas.Theservice
agreementdidnotmakeprovisiontoenhancesustainabilityandlong-termrelationshipswith
stakeholders between phase two and phase three. Therewas no capacity to build bridges
betweenthecommunities.Thegeographicallocationofthenewcommunitiesandlocaland
stateboundariesalsolimitedopportunitiestoemploycollaborativeeffortsandlinknetworks
andthusprogressuniversalpreventionstrategiesandenhanceactivitiesacrossbothphasesof
PYP.
ResearchevaluationofNAPCAN’sPlayYourPartproject 38
Figure 5 PYP Service Map 2013 to 2016
The NAPCAN Queensland office and PYP program was relocated from Beenleigh to
SunnybankHillsandopenedonthe17thOctober2013.ActivityintheareasofCoopersPlains,
SunnybankHills,Runcorn,KurabyandEightMilePlainsintheMtGravattregioncommenced
onthe1July2013,withactivityintheWynnumregioncommencingfromJanuary2014.The
PYPteamworkedremotelypriortothenewopeningoftheSunnybankHillsoffice.Asreported
in the Performance Report for the period between 01/07/2013 to 30/09/2013 working
remotelyduringtheimplementationoftheprograminthenewareawaschallenging.
Althoughnotidealandattimeschallenging,theteamhasbeenworkingremotelythroughoutalargepartofthereportingperiod,whilstthenewofficehasbeenlocatedandwasfittedout.(PerformanceReport,01/07/2013to30/09/2013)
Byearly2016asecondofficewasopenedinWynnumtoenableprojectstafftoworkmore
effectivelyandcollaborativelywithintheWynnumcommunity.
2013-2016ServiceAgreementThe service agreement for the third phase included an adjustment to the target group,
statingthatthepurposeofTargetedFamilySupportservicesistosupportvulnerablechildren,
youngpeople(unbornto18)andtheirfamilies.Emphasiswasontheterm‘targetedsupport’.
Specifically,theServiceAgreementstated;
Thetargetgroupforthisserviceischildren,youngpeople(unbornto18)andtheirfamilieswhofindthemselvesinvulnerablesituationsbutarenotcurrentlysubjecttostatutorychildprotectionintervention.(ServiceAgreement,3.3,p.6)
ResearchevaluationofNAPCAN’sPlayYourPartproject 39
Thestatedaimsforprogramdeliveryinthe2013-2016ServiceAgreementweretwo-fold;
• tobuildthecapacityofvulnerablefamilieswithintheMtGravattandWynnumChild
CSSCcatchmentareas,withchildrenagedunborntoeighteenyears,toaccessfamily
supportservicestocarefortheirchildren;
• tobuildthecapacityoffamilysupportserviceswithinthegeographiccatchmentareas
to develop relevant and responsive services based on the identified needs of these
families.
AstheactivitiesofthePYPprogramdrewonthepreventionframeworkandspecificallya
universalcompositeapproachtoprevention,concernswereraisedbystaffastohowactivities
might meet identified and targeted support whilst also maintaining emphasis on
interconnectednessandunderstandingofawidevarietyofinterventionstargetedatdifferent
levelstochangesocietalsystems,socialnormsandindividualbehaviours(Kenny&Wurtele,
2012). Reflecting on a conversation with the funding body in the first focus group a staff
memberexplained,
“TheDepartment... they're saying… ‘we'llmake sure that you're, you're evolving into thatsecondarytier’.AndIremembersaying,‘ohIdon'tknowhowNAPCANwouldfeelaboutthatbecause we're generally all about preventing child abuse and neglect, meaning before itstarts.That'swhatourmissionis.”(ProjectOfficer)
Clarificationwassoughttodeterminethefundingbodies’expectationsfor'workingwith'
vulnerablefamilies,youngpeopleandchildrenandhowthiswasexpectedtooccur.Itishelpful
heretodistinguishbetweenprevention–stoppingtheproblemhappeninginthefirstplace;
early intervention–getting inatthefirstsignsoftrouble;andtreatment–respondingonce
whatcouldgowrong,hasgonewrong.Ratherthanincorporatingacompositepublic-health
approach,therewasanexpectationthatthePYPprogramwoulddetectsecondaryriskofchild
abuseandneglectto
a) haltorslowprogressofchildabuseandneglect,
b) encouragepersonalstrategiestopreventharmorrecurrence,and
c) implementprogramstopreventlong-termproblems.
ItwasfeltthattheDepartment’sexpectationswerenotaboutpreventingchildabuseand
neglect,butratheronreducingitsimpactbyremedyingthecauseorsituationonanindividual
level.Universalpreventionimprovesoutcomesforeveryoneandstartsbeforeproblemsoccur.
Additionally,itwassuggestedthatNAPCAN’sPYPprogramshouldalignitselfwiththedomestic
ResearchevaluationofNAPCAN’sPlayYourPartproject 40
andfamilyviolencereform,andagenciestostrengthenengagementwithvulnerablefamilies.
Aswill be seen in the findings, the Department’s predilection to conceptualise prevention
strategiesasdistinctsecondaryobjectivesimpactedthethirdphaseofthePYPprogram.The
programmanagershared,
“Wewereconstantly[asking]theDepartmenttogiveusacleardefinitionaboutwhattheymeanbyworkingdirectlywithvulnerablepeople.Sometimeswethoughtwewereontherighttrackandothertimeswe'regoing,ohno.Weneedtobringitback-sowewentthroughabitofconfusionourselvesaboutwhattheyactuallymeant.”(ProgramManager)
Projectstaffing
In regards to staffing, the contract for service did not follow a smooth transition to
commenceimmediatelyfollowingphasetwo.Therewasadefined‘stop,start’switchbetween
thetwophases.Duringthegapinprovisionstaffcontractedinthesecondphasewereputon
monthbymonthcontractsuntilthethirdserviceagreementcouldbesecured.Forsomestaff
membersemployedinphasetwothisarrangementdidnotoffersuitablesecureemployment
arrangements.Whiletheprogrammanagercontinuedintherole,otherstaffwithdrewduring
thegapintheprogram.Atthestartofphasethree,newpositiondescriptionsweredeveloped
andrecruitmentfornewstaffwascarriedoutfromAugusttoSeptember2013.
Forthethirdphasethestaffingstructurewaschanged.Goingfromthreeemployeestofour,
the staff structure consisted of 2 full-time and 2 part-time staff members: one program
manager,one seniorprojectofficerand twoprojectofficers.NAPCAN’sNational teamalso
supported the program team with support and advice provided though through regular
meetingsoftheNAPCANQldCouncil.
AtthestartofthethirdphaseNAPCAN’sPYPpersonnelresponsibilitiescomprised:
• afull-timeState&ProgramManagerwhoseprimaryresponsibilitiesincluded:
o the development, implementation, successful execution and reporting of the
PYP Program (Queensland) and the delivery of sustainable and replicable
communitycapacitybuildingactivities,inkeepingwiththeoverallobjectivesand
strategicdirectionofNAPCANand inaccordancewith theServiceAgreement
withtheQueenslandGovernment
o the coordination, supervision and support of the small team of project staff
workingwithinPlayYourPartinaccordancewiththepoliciesandproceduresof
NAPCAN
ResearchevaluationofNAPCAN’sPlayYourPartproject 41
o theassurancethattheoutcomesandlessonslearnedfromthePYPprogramare
clearlyidentifiedthroughaprojectevaluationprocess
o strengthening the relationshipwith theQueenslandGovernment in regard to
thisinitiative
o developingandmaintainingpositiveworkingrelationshipswithallPYPprogram
stakeholders
o ensuringthattheknowledgeandexperiencegainedfromthePYPProgramwas
utilised to shape policy and practice within NAPCAN and is more broadly
disseminatedinthecommunity
o ongoingfrontlinecommunityengagement.
• apart-timeSeniorProjectOfficer/Trainerwhoseprimaryresponsibilitiesincluded:
o thedevelopmentofthePYPFramework
o ensuringoptimalimplementationofactivitiesforvulnerablefamilies
o thecoordinationandfacilitationofthefocusgroupstoensurecommunity-led,
strengths-basedapproachestoservicedelivery
o providing direction to the evaluation process throughout the lifespan of the
project
o the direct facilitation and implementation of a range of sustainable and
replicable community capacity building initiatives within the geographic
catchment areas, in keeping with the objectives and strategic direction of
NAPCAN, and in accordance with the PYP Service Agreement with the
QueenslandGovernment
o developing andmaintaining positiveworking relationshipswith PYP program
stakeholders.
• a full-time and a part-time Project Officer/Trainer whose primary responsibilities
included:
o the direct facilitation and implementation of a range of sustainable and
replicable community capacity building initiatives within the geographic
catchment areas, in keeping with the objectives and strategic direction of
ResearchevaluationofNAPCAN’sPlayYourPartproject 42
NAPCAN, and in accordance with the PYP Service Agreement with the
QueenslandGovernment
o workingbothcollaborativelyandindependentlyasamemberofthePYPteam
toachieve theplannedprogramoutcomes, includingprovidingongoing input
into the review, evaluation and refinement of program implementation
strategies
o developing andmaintaining positiveworking relationshipswith PYP program
stakeholders
o maintainingaccuraterecordsandcompletingalladministrativetasksrelatedto
theprogram,withinspecifiedtimeframes
Thechangeinstaffstructureofferedtheopportunitytocapitaliseonbroaderhealthand
socialdisciplineknowledgeandfurtherdevelopobjectivesacrossthepreventionframework
andPYPactivities.Thevariedtraining,professionalvalues,skills,languageandknowledgestaff
membersbroughttotheprogram,includedregisteredpsychologist,socialworker,nationaland
international experience, expertise from government and non-government, sexual assault
services, Justice, and in private practice, project and front-line management, human and
communityservices,public-healthandcommunitymentalhealth.
Staffperceivedtheirroleas“skillingcommunitymembersandcarersofchildrenup”,“toskill
theeducatorsup”,“givingthemsomelanguage,andknowledge”,and“increasingconfidence
totalktoparentsorquestion”,allindicatorsofabuseorneglectprevention.
ByJune2015,thestaffingarrangementsunderwentsignificantchanges.Thefulltimestate
and program manager was directed to manage PYP one day a week. The senior project
officer/trainerrolewasredeployedtoincludeNationaltrainingtwotothreedaysaweek.The
otherprojectstaffwereallemployedonpart-timebasis.AllPYPstaffexceptone,heldtwo
roles.Thatis,eachstaffmemberfocusedonfacilitationandimplementationofPYPactivities
withinthegeographiccatchment,aswellasprovidingtrainingandfeeforserviceactivitiesfor
NAPCANataNationallevel.Onestaffmemberexplained,
“IstartedatNAPCANinOctober.Iamonlyparttime,soIwasdoingprettymuchonedayaweekwithPYPandonedayaweekwiththefeeforservice,sowiththeLoveBitesbookingsandthings.”(ProjectOfficer)
By2016theprojectmanagerwhohadoverseenphasetwoandthemajorityofphasethree
finished employment with NAPCAN, as did three of the other four project officers. An
ResearchevaluationofNAPCAN’sPlayYourPartproject 43
administrationofficerwasemployedonapart-timebasisattheendof2015. Inthesecond
stafffocusgroupthestaffingarrangementsweredescribedas,
“Iguessinthelastquarterwe'vehadabitofchange.Sowe'vehadsomestaffturnoverasyouknow.[Ourpart-timeprojectofficer/trainer]hasmovedintomoretrainingwithNAPCAN,soshehasn'tbeendoingasmuchPYPworkoverthelastquarter.We’vehad[anotherstaffmember]comeonboard.So[they]havebeendoingalotofadminworkforusandalotofsurveying. She's been involved in some events. She's also talked to a lot of - with thesurveying,spokentoalotofourpartnersandpeoplelikethat.”(ProjectOfficer)
Thestaffarrangementsandturnoverhadalessthanoptimumeffectontheobjectivesand
activitiesoftheprogram.
ProjectobjectivesandprojectactivitiesataglanceTheobjectivesforthethirdphaseofPYPwere:
(a) buildlocalcommitmenttotheprimarypreventionofchildabuseandneglect
(b) identifylocalcommunityneedsandgapsinservicedelivery
(c) collaborativelydevelopstrategiestostrengthencommunityconnectionsand
referralprocessesforvulnerablefamilies
(d) establish community partnerships that are responsive to the needs of
vulnerablefamiliesandchildren
What comes through clearly in these objectives is the responsibility of the program to
support, resource and build the capacity of the whole community to take action on the
determinantsofchildabuseandneglect.
Theprojectsawmanyactivitiesevolveundertheseobjectives.Thefollowingtables(Tables
2-4)showtheactivities‘ataglance’andastheyrolledoutacrossthecatchmentareasunder
the three key activities described in the PYP prevention framework, that is, i) community
education;ii)givingchildrenavoice,andiii)communitydevelopment(seeFigure4).
ResearchevaluationofNAPCAN’sPlayYourPartproject 44
Table2CommunityEducation‘Activitiesataglance’
•EEC-EarlyEducationCentre;DS–DisabilityService;PS-PrimarySchools;IYH-IndigenousYouthHealthServices;CS-communityservice;FG-FaithGroups,BUEQ-BehaviourUnitofEducationQueensland;FS-FlexiSchool;YM-YoungMumGroups;MC-medicalcentre;SS-SecondarySchool;SSS-SocialServiceSector;CH-CommunityHealth
The PYP prevention framework was underpinned by a focus to assist families,
neighbourhoodsandcommunitiesintheCSSCcatchmentareasbyaddressinghealthor/and
socialfactorsassociatedwithchildabuseandneglectinacomprehensiveway.Theideawas
that by working together, everyone – project personnel, other services and organisations,
membersofthecommunity,andchildren,youngpeopleandfamilies–could identifygaps,
needs and challenges and explore options for preventing child abuse and neglect from
happeninginthefirstplaceorreoccurring.
Activities Milestonesasoccurred
Co
mmun
ityEdu
catio
n
Projectpromotionandengagement
• Disseminatedletterbyemail/posttoidentifiedinteragencynetworks,keystakeholdersandagenciesworkingwithvulnerablefamilies,childrenandyoungpeopleintheMtGravattCSSCregions-introducingNAPCANandthePYPProgram.• Data-basefileofkeystakeholders• Introductionpackssenttoserviceproviders,schoolsandECECswhoworkwithvulnerablechildren,youngpeopleandfamilies• PressreleasetotheeditorsoftheBayIslandNews
Communitytrainingandskillsdevelopment
• Organisedand/orran(22inEEC*,3DS*,2CS*,1MC*,1FS*,3ChineseandMuslimFG*,1SSS*,1CH*,1YM*)CANCommunityEducation/learninganddevelopmentworkshops• Organisedand/orran(9inEEC)ChildDevelopment&DevelopmentalTraumaCommunityEducation/learninganddevelopmentworkshops• Organisedand/orran(2inPS,1DS,1,BUEQ*,4EECincludingparentgroup,)AllChildrenBeingSafeProtectiveBehavioursWorkshop• Organisedand/orran(4inIYH,2FS*,1YM,3SS*)LoveBitessession• Organisedand/orran(3Facilitatortraining)LoveBitesAdvancedTrainingsession• Organisedand/orran(1SS)RespectfulRelationshipsEducation• Organisedand/orran(2)parentinformationsession• Organisedand/orran(1)DomesticViolenceWorkshop
Activitytosupport,resourceandfacilitatereachofCommunityEducationactivity-
• Updated,localisedandmodifiededucationalmaterial-(includingfacilitator’smanual,handoutsandfactsheets)• CANworkshopadaptedtosuitawebbasedtrainingapproach.• CANworkshopadaptedwithafocusonyouthfordeliverytoSSS• Developmentandimplementationof‘ImpactsofDomesticViolenceonChildren’,in2015.• LoveBitesManualdevelopedforQLDcontext• AdaptedAllChildrenBeingSafeProtectiveBehavioursWorkshopforeducatorstofacilitateprogramtochildren(4-5years)
ResearchevaluationofNAPCAN’sPlayYourPartproject 45
Table3GivingChildrenaVoice
Findings, reported in the next section show that stipulations in the serviceagreement to
targetvulnerablechildrenandfamiliesandtheexpectationsoftheDCCDSdidnotalignwiththe
PYP prevention framework and whole of community approach. The program manager
indicatedthatalongwiththenamechange,themethodologyoftheprogramchangedtoo.She
stated,
“No, theywouldn'tbe the same. PAPwaswholeof community [approach].PYPwasverytargetedandprescriptive.”(ProgramManager)
The program staff nonetheless found away through bymodifying thewhole of community
approachanddirectingactivitiestothetargetedpopulation,asshallbediscussedinthenext
section.
Activities
Milestonesasoccurred
Giving
ChildrenaVo
ice
Buildconnectionsandengagementstrategiestocapturechildrenandyoungpeople’sopinionsaswellastheirfamilies.
• Presentationofpaper“Youwantabitofeveryonewhenyouaregrowingup….”:InvolvingchildrenandyoungpeopletolinkupservicesatChildAwareConference
• iPadcommunitysurveys• Youthindigenousexpo• BrisbaneYouthInteragencymeeting• Child,Youth&FamilyAlliance• Baywavefestival/planning• Youth/Communityfestival• RotaryCommunityDay
Alignmentofknowledgeandunderstandingtochild-led,rightsbasedbusinessofchildabuseandneglectprevention
• QLDPlanSummit-a30-yearplanforallQueenslanders• Q&AwithJudgeCarmodyQC,ReflectingontheQLDChildProtection
CommissionofInquiry• ProfessionalDevelopmentworkshopsaimedatexpandingknowledge
ofworkingwithyoungchildrenandrespondtochallengingbehavioursofchildrenexposedtoadversity
• PlanningdayfortheFamilySupportServiceSystemPlan(Wynnum)• Surveywithyoungpeopleregardingknowledgeandrelevanceofthe
UNConventionontheRightsofChildren• WhatmakesmefeelsafeinmycommunitypresentationNCPW
Activitiestolegitimiseequalandrespectfulrelationships,activeparticipationandchildrenandyoungpeopleassocialcitizens
• Discussiongroup(girls15-19years)• Feedbackfromworkshopswithyoungpeople(developedresourceSending
SexualImages)• YouthConsultations(Kyabra,flexischool)
ResearchevaluationofNAPCAN’sPlayYourPartproject 46
Commun
ityDevelop
men
t
Activities
Milestonesasoccurred
Partnershipactivitytosupportchildandfamilyfriendlynetworksandcapacitytoimplementpreventionstrategies/solutions
• Onlineenvironmentalscan• DevelopedculturalprofileusingABS&SEIFAdata• Physicalscope(environmentalscan)ofregions• Workedwithprogrampartnerstodevelopandimplementaction
plansforgrassrootscommunitydevelopmentinitiatives• Developedandimplementedlocalactionplans,includinginputinto
thedevelopmentofchildfriendlypoliciesandpractices• Communitysafetyandwellbeingsurveys• 13thAustralasianConferenceonChildAbuseandNeglect(ACCAN)–
presentedPaPResearchEvaluationPoster.• DevelopmentofPlayaPartsurvey-collectdatafromstakeholdersto
gagetheirlevelofpreventionactivityandunderstanding,andcommunityconnections.
• Participated/Organisedand/orran(34)communityevents/tobuildcapacity(including,CommunityExpo;CommunityMeals,CollectiveImpact,Consortiums,Launches,Naidocweek,FunDay,PartyinthePark,MaketheCallevent,Youth/Communityfestival,PCYC10thAnniversary,ECExpo,NationalYouthWeek,pop-upsession
• NCPWBreakfast• Projectmeetings• Planningmeetings• QLDChildProtectionWeekLaunchandAwardsCeremony• DanielMorcombeFoundationTourlaunch• BrisbaneCityCouncilEastsideInteragencyNetwork• Child,Youth&FamilyAllianceSouth(CYFAS)
IdentificationofgapsandneedsandbroadadvocacyofthePYPpreventionframework
• Tooltogaugethetypes,areasanddepthofvulnerabilitiesinthecommunityasperceivedbyserviceproviders,earlychildhoodeducators,andteachers–(Thisalsomappedserviceprovisionandgaps,issuesandthemesthroughoutthearea)
• limitedyouthbasedprogramsacrossnearlyallareasofthePYPprogram
Resourcedevelopmentandenhancedawarenessandaccesstoservicesandinitiativesthatsustainchildfriendlycommunities
• DevelopmentanddistributionoftheNCPWpostersx4• DevelopmentofPlayaPartFramework&introductorydocument.• DevelopmentofPYPTheoreticalPerspectivebookletforstakeholders• ModifiedPlayaPartBooklettoreflectconnectionstonewPYP
regions• ThreeEmotionalWellbeingChecklists(0-12months:12-3months;3-5
years)toenableidentificationofearlychildhoodemotionalvulnerabilities
• IdeasforPromotingOptimalMentalHealthfactsheet• Developandimplementevaluationandcontinuousimprovement
frameworks• CANPreventionWorkshopsupdatedforcatchmentareasandfor
webbasedtrainingapproach• SchoolLeaversProgram• NationalChildProtectionActivityCard• Aresourcethatchildrencouldusetoshowtheirunderstandingof
thosediscussions• Assessment&referraltool• ImpactsofDVonchildren–workshop,flyer,referraloptions• SendingSexualImages:State&FederalLaws-handout/factsheet• DomesticViolenceSupportInformationinfosheet
ResearchevaluationofNAPCAN’sPlayYourPartproject 47
Table 4 Community Development 'At a Glance'
• AgencyAuditTool• Theagencysurvey• TimeforPlay:0-2yrs• CommunityDirectory
ResearchevaluationofNAPCAN’sPlayYourPartproject 48
4 Findings
4.2 ImplementationofservicesThepurposeofthePYPprogramwastoengagewithrelevantindividuals,networks,groups,
andorganisations,andestablishpartnerships topreventchildabuse through thecreationof
child friendlycommunities.Theobjectives for the thirdphaseofPYPwereachieved through
activitiesthatinitiateaction,involveallandinspireotherstoplayapartinpreventingchildabuse
andneglect.
Engagementwasestablishedthroughwordofmouth,letters,meetings,trainingsessions,
workshops,communityeventsandongoingpromotion.ThePYPstaffthenworkedtoestablish
andsustainrelationshipswithstakeholdersandbuildsupportiveconnectionsandtoequipthe
communities to grasp opportunities. Legitimacywas gained by participatingwith the varied
communities in theCSSCcatchmentareas topositively influencesafe familyandcommunity
environments,andtorespondtovulnerablechildrenandfamily’sneeds.
Akeydeliverableinthefirstyearwasthedevelopmentofpreventionimplementationplans
forthecommunitieswithinthecatchmentareas.
4.2.1 WeaskthecommunitiesThefirstcomponentoftheimplementationplanscomprisedaskingthecommunitieswhatis
neededanddiscoveringthestrengthsofthecommunities.ThePYPprogrammanagerstated,
“Inalotofwhatwedo,weaskthecommunities...Wheretheirideaisof…wherethestrengthisinthecommunity,‘Wherewouldyougo?Whatwouldyoudo?’Andourscenariois…,itcantalkthroughallofthatsoiftheydon'thaveanswerstothosequestionsthensuggestionsfromourteamwouldbeyouknow,‘Youmightwanttotrythis,’or,‘Youmightwanttotalktothesepeople,’or,‘Theseservices,’etcetera,etcetera.”(ProgramManager)
Thevalueofmappingthestrengthsandvulnerabilities,identifyingproblemsandlearning
whatwasalready inplacetokeepchildrensafeandsupportfamiliescannotbeoverstated.
HighlightingthevalueofPYPtoaskcommunitiesandinitiateconversations,astakeholderfrom
Wynnumworkinginamanagerialsupportroleinafamilysupportservicesaid,
“…theyactuallycameinandinterviewedeverybodyfirsttoidentifywhattheissuesforeachorganisationwas.Sowhentheybroughtustogethertheyalreadywereabletoarticulate…‘wellyou'reallsayingthatyourtimepoor.You'reallsayingyoucan'tmeettheneedinthecommunity.You'reallsayingfundingisanissue.You'reallsayingthosevulnerablekidsareslipping through gaps.’ So it was [PYP], as an external body, were able to provide thatfeedbacktothatcollectiveandfindthatcommonality.”(StakeholderInterview26010)
One of the PYP project officers described using surveys as a tool in early engagement
activities togather informationabout thecommunities’knowledgearoundchildabuseand
ResearchevaluationofNAPCAN’sPlayYourPartproject 49
neglect, attitudes to children and young people more generally and to collect data on
perceptionsofserviceprovision,strengthsandgapsinthegeographicallocationstheywere
workingin.Sheexplained,
“Itwas that early engagement, but using the surveys…um, is a process. Sowhat are theidentifiablestrengths,resources,actions,andinitiativesalreadyinplacetobechildfriendlycommunitiesandmeettheprogramagendatokeepchildrensafe?”(ProjectOfficer)
Early consultationsunderscoreda lackof family, childandyouth support services in the
areas.Furthermore,whatbecameevidentwaspeople’slackofknowledge“aroundchildabuse
andneglectandhowtheirpresencecouldmeanadifferencetoachild”(PYPProjectOfficer).
Asnotedbyanotherprojectofficer,anequallyimportantcomponentoftheimplementation
plantoprevent childabuseandneglect ineach communitywas toask childrenandyoung
peopleabouttheirconcerns.Childrenandyoungpeople’sexperienceofharmmaybedifferent
to how governments, organisations and services understand child abuse and neglect. The
projectofficerexplained,
“Wedoalotofworkaroundidentifyingwhatisharmforyoungpeople,andworkingwiththecommunityaboutcomingupwithsomestrategiesabouthowwedoCommunityEducation.Iguess that's to provide the community with skills to keep children safe rather thanorganisationsbeinginvolvedinkeepingkidssafeinthattertiarysector/level.”(ProjectOfficer)
Thechildrenandyoungpeople’sresponsestosurveyquestionshighlightedthatthemajority
feltpeopleandparksarekeycomponentsthathelpmaketheircommunitychildandyouth
friendly. Children and young people’s perceptions of safety and harm, and the gaps and
concernsthatwereraisedbythemwillbeexaminedfurtherinthefindings.
SolidinitiativessprungoutofPYP’sconsultationwithallfacetsofthecommunityandledto
bothformalisedandinformalrelationshipsandcollaborationstokeepchildrensafe.Aclear
gain was made by brokering conversations that explored the resources, assets and the
capacityofserviceproviders,agencies,communitymembersandindividualstodevelopand
actionpracticalsolutionsthataddressedtheproblemsfacedby local families,childrenand
youngpeople.
4.2.2 StatisticstounderstandourcatchmentareaIn addition to data gathered from local families, and agencies on service provision,
community strengths, limitation and gaps, a thorough scan of demographic data was
undertaken for theCoopersPlains,SunnybankHills,Runcorn,Kuraby,EightMilePlainsand
Wynnum locations. The demographic data was sought to aid in the identification of
ResearchevaluationofNAPCAN’sPlayYourPartproject 50
vulnerabilitiesandtoconnectwithandsupportvulnerablechildren,youngpeopleandtheir
familiesasstipulatedintheServiceAgreement.
AsPYPstaffsoughttolocateandtargetactivitiestowardschildren,youngpeople(unborn
to 18) and their familieswho find themselves in vulnerable situations it was noted in the
Performancereportfortheperiodbetween01/01-31/032014that,
There was limited knowledge on the vulnerabilities and the landscape in which PYP wasexpectedtowork.(PerformanceReport01/01-31/032014)
Child Safety data was requested from the Department but remained outstanding. The
projectmanagerexplained,
“Werequestedit…tounderstandourcatchmentarea,weneedsomestatistics.Soweaskedfor the child safety figures. When we were in Beenleigh, Child Safety in Beenleigh [theDepartment]gaveusafullbreakdownbysuburb.”
Otherindexesweresourcedfordemographicdataincluding
• AustralianEarlyDevelopmentCensus(AEDC)-anationwidedatacollectionofearly
childhooddevelopmentatthetimechildrencommencetheirfirstyearoffull-time
school.
• Socio-EconomicIndexesforAreas(SEIFA)–eachindexisasummaryofadifferent
subset of Census variables and focuses on a different aspect of socio-economic
advantageanddisadvantage
• AustralianBureauofStatistics(ABS)-Australia’snationalstatisticalagency
Thisdataprovidedabroadoverviewoffamilycharacteristics,familystructures,dwelling,
countryofbirth,economic indicators,educationandoccupation,andearlydevelopmentof
children.Comparisonsweremadebetweenthedataandcombinedtoexaminethesynergies
betweentheareasthatPYPwasworkingin.Thedatasuggestedthemainvulnerabilities(as
riskfactorsofchildabuseandneglect)overlapintheareasofWynnumandWynnumWest,
and Coopers Plains. Identification of the areas with higher risk factors of child abuse and
neglect throughthedata,didnotnecessarily translate tosmoothaccess tochildren,young
peopleandtheirfamilieswhofindthemselvesinvulnerablesituations,asoneprojectofficer
stated,
“ImeanobviouslyCoopersPlainsturnedupasbeingreallyhighneed.Butwecouldn'tgetinthere.Therewerenoservices.”
ResearchevaluationofNAPCAN’sPlayYourPartproject 51
EachphaseofthePYPprogram(2007-2016)wasdirectedtoworkinspecificgeographical
areasofSouthEastQueenslandwithonlyvaguereasonsastowhythesecommunitieswere
chosentosupportfamiliesinbuildingresilienceandreducingriskofchildabuseandneglector
whythePYPprogrammightberequiredinthoseareas.Nevertheless,whatbecameclearat
the start of the thirdphase, by asking the communities, and gathering statistics about the
communitieswasthedistinctlackofservicesandlimitedknowledgerelatedtochildabuseand
neglectatthesystems,macroandmicrolevelsofthecommunity.
4.3 PYPPreventionactivitiesThissectionfocusesonhowthethreekeyactivitydomainsofPYPpreventionframework
weredeliveredduringthecourseofthethirdphase(2013-2016).Itshouldbenotedthatthe
preventionactivitiesoccurredconcurrentlyinthecatchmentcommunitieswithexceptionthat
activitiesintheRussellandMacleayIslandcommunitieswereconcludedattheendof2013,
andengagementwiththeWynnum-Lotacommunitiesdidnotcommenceuntilthebeginning
of2014.
ThePYPteamrespondeddirectlytofamilyandcommunityneedtodevelopprevention
strategieswhileworkingwithintheservicesagreementto
• helpvulnerablefamiliestobettercareandprotecttheirchildren
• strengthenaccesstosupportservices
• supportorganisationstoproviderelevantandresponsiveservices,and
• improvereferralpathwaysforvulnerablefamilies.
Thegoalofthethreekeyactivitydomains(Figure2)wastoengagewiththecommunities,
informandeducate,andbuildstrength-basedcapacityinthesocialcontextsofchildrenand
youngpeople.Throughvariousactivities ineachgeographicalarea–suchastheCommunity
MealsprograminWynnumCSSCarea,theKyabraFamilyFunDayintheMountGravattCSSC
Area, the All Children Being Safe, Protective Behaviours program and the National Child
Protection Activity Card – PYP showed there are many ways to promote prevention and
contributetochildsafetydevelopments.
Practiceinsights:Askingcommunitiesthroughconsultationsandsurveysenabledtheintroductionofprogramactivitiesand/oreducationbasedontheuniqueresponses,strengths,needsandidentifiedgapsofeachcommunity.
ResearchevaluationofNAPCAN’sPlayYourPartproject 52
NAPCAN’s PYP team worked to create linkages within and across sectors providing
informationaboutthepositiveeffectsofcollaborationandcollectiveimpact.Theyresponded
to the limited knowledge related to the risks which impact child abuse and neglect by
developing resources and Community Education programs. Reporting requirements to
quantify tasks seemed to have some moderating effect on activities and the composite
elements of the PYP prevention framework during this phase. The program manager
highlighted,
“Thewaytheserviceagreementwaswritten,wewouldprovideXamountofeducationsessions,Xamountofworkshopsorhoweveritwasworded-andwewoulddoacommunityeventorbepartofacommunityevent.Soitwasreally,sortof…Itwalkedusdownthattrack.Itsortoflike,wellifwe'vegottoproveCommunityEducationorifwe'vegottodoworkshops,thenthat'swhatwedo.We'lldoworkshopsaroundchildabuseandneglectprevention.Thenwesortofbuiltonthat…Soasthesenewpeoplecameonboardwiththeirskillsetsandknowledge.Itwaslike,okaywe'lldocommunityworkshopsonchildabuseandneglectpreventionbutthenwe'lldotraumaandtakeitthenextstepandthenLoveBiteswasbeingreviewedandmadebetter.Sothatcameintothepicturetoo.”(ProgramManager)
4.3.1 Activity1-CommunityEducation
The activities that align with the Community Education were perceived to increase
knowledgeandawarenessofthestructures,proceduresandbehavioursthatprotectchildren
andyoungpeoplefromchildabuseandneglect,hencemeetingthePYPobjectivea)buildlocal
commitment to the primary prevention of child abuse and neglect. Moreover, through
increased competencies to respond to risk factors, the Community Education activities
addressedobjectivec)collaborativelydevelopstrategiestostrengthencommunityconnections
andreferralprocesses forvulnerable families.NAPCAN,as thehostorganisationof thePYP
program offered extended professional knowledge, skills transfer, training and evidenced
basedprogramssuchastheLoveBitesprogram(FloodandKendrick,2012)(seeAppendix1).
The first stage of Community Education involved promotion and engagement with the
communities in the catchment areas. Initial activities involvedmapping services, gathering
interest, and making sure services and agencies are looking at positive outcomes for the
individualorfamily(Reflectivepracticediaries,10914).Asevidentinthefollowingsegments
Involvedtheprovisionofeducationopportunitiesformembersoflocalcommunitiesincluding,identificationoftheirlearningneedsandaccesstoinformationwhichstrengthenthecapacityofchildrentobeprotectedfromexploitation,violenceandabuse.Topicareasforeducationalsessions,workshops,professionaldevelopment,forumsorresourcesincludepositiveparenting,respectfulrelationships,assertivecommunication,protectivebehaviours,legislation,policyandchildprotectionreportingandconflictresolution.
Activity1-CommunityEducation
ResearchevaluationofNAPCAN’sPlayYourPartproject 53
fromthereflectivepracticediaries,promotionandengagementactivitiescrossedoverboth
theCommunityEducationandCommunitydevelopmentdomainsandaccordinglywereuseful
tomapissuesinthelocalarea,offerinvitationtoparticipateincollaborationsandnetworks
andtoassesstrainingandeducationalneeds.
WemetwiththeCrimePreventionUnittotalkaboutwhattheissueswereinthelocalarea.Therewasareluctancetoprovidedatabuteventually[weweregiven]alistinregardstodv(domestic violence) notifications. We also invited them to the next alliance meeting. Myobservationswerethattherewasaninterestinengagingwithus,inparticularwiththeLoveBitestraining,butneedalotmorenoticebecausetheirattendancereliesonapprovalsandpermissions.(Reflectivepracticediaries,0506141)
Wepromotedourservices, thedirectorwaseagertoworkwithusona lotof levels.He ismanagingaschoolthatworkswithdisengagedchildrenandbelievesthatwhatweofferwillassistthestaffandchildren.Theprincipalteacheswhichlimitshisabilitytogrowanddeveloptheschool.Goodvibebutneedsgrowing…SetadatefornextLoveBitetraining.Followupintheconsultationgroups.(Reflectivepracticediaries,0506142)
Perhapsasaresultofthereportingrequirementstoquantifytasks,engagementactivities
tended to emphasise training and educational needs of the community, more so than
identifyingcommunitybasedsolutionstoproblems.Forexample, inphasetwo(2010-2013)
thePYPteamcorrelatedperceivedproblems inchildren’sbehaviourtoschedulingofpublic
transport.WorkbythePYPteamwiththecommunityhelpedtoreschedulepublictransportto
aligntoschooltimetablingandthusalleviatetheproblemofboredomandunrulybehaviour
by children unsupervisedwhilewaiting for public transport and hence a risk of abuse and
neglect.
Overthecourseofthethreeyears(2013-2016)thePYPteamdeliveredanarrayoftraining
programsanddevelopedsomenewlocalisedprograms.Earlychildhoodcentresandservices
across the catchment areas were provided with a number of child abuse prevention
workshopstoup-skilleducatorsinkeychildabusepreventionstrategies, current legislation,
identifyingriskandprotective factors, impactsofdomesticandfamilyviolence, responding
to disclosures, andsupporting vulnerable families.Thevalueofanumberoftheirprograms
wasthattrainingwasdeliveredtoteachersandearlychildhoodcarerstoteachtheprograms
tochildrenandparentsthemselves.Hence,programsdeliveredin2013byPYPstaffmembers
wererepeatedeachyearbytheteachersintheearlychildhoodcentre.TalkingabouttheAll
ChildrenBeingSafe(ACBS)1anearlychildhoodCentredirectorexplained,
1 Over a series of classes, the program explores safety messages with students using bush animal stories. For example, stories about the kangaroo, echidna, kookaburra, koala and king parrot are told and supported by dance, activities and craft. The stories and activities help students identify safe and unsafe feelings, safe people, safe and unsafe places and encourage children to talk with trusted people who will support them.
ResearchevaluationofNAPCAN’sPlayYourPartproject 54
“SotheydidafulldayofECTtraining–earlychildhoodteachertraining…Welltheyreallyjusttrainedustoteachthechildren…TheveryfirstparentnightwedidbeforewestartedtheAllChildrenBeingSafe,they[PYP]ranaparentnightandeverysubsequentyearwehaverunitourselves,becauseweknewwhatweweredoing…Wehavebeendoingthatforthreeyearsnow.Sothisisourfourthyearabouttostart.”(Stakeholderinterview405)
AgoaloftheCommunityEducationactivitieswastobuildcommunitycapacitytosupport
respectful relationships and violence prevention while also addressing the perceived
communities’limitedknowledgeonthevulnerabilitiesandthelandscapeofchildabuseand
neglectprevention.DocumentedintheOutcomeReportfortheperiodbetween1/10-31/12
2014isasummaryofparticipant’sassessmentoftraining:
These workshops provide more information than participants expect, is delivered in apositive and proactiveway that connectseducators and staffwith children, their familiesand the wider community, and gives opportunities to discuss pertinent or individualissues/scenarios. ThroughNAPCAN’s workshop feedback process, most participants aretelling NAPCAN this training package provides information they didn’t know prior to theworkshop,which highlights the gaps in knowledge or skills. These workshops are greatlyreceived and participants often state that ‘this is the best child protection training Ihaveeverbeento’.(OutcomeReport1/10-31/122014)
PYPdeliveredthechildabuseneglectprevention(CAN)workshopswhichhadevolved in
earlierphasesofprogramdelivery.TheCANworkshopsweredeliveredtoanybodywhohad
anythingtodowithtalkingtoyoungpeople(ProjectOfficer).ApartfromtheCANworkshopsa
suite of evidence-based programswere sourced fromNAPCANwhich had previously been
developed inother jurisdictionsacrossAustralia including LoveBites,ACBS, andRespectful
Relationships (seeAppendix1).Theseprogramswereadaptedto therequirementsof local
communitiesinthePYPcatchmentareas.
Anumberofnewworkshops,sessionsandtrainingprogramsweredevelopeddirectly in
response to stakeholder identified needs and issues. For example, ‘Impacts of Domestic
ViolenceonChildren’wasanewprogramdevelopedthroughacollaborativeco-designprocess
withtheImmigrantWomen'sSupportServicestoaddresstheimpactsofdomesticviolenceon
children for their clientele. Another program, The Protective Behaviours program, was
developedinresponseto localneedandfeedbackfromparticipants intheCANworkshops.
Theworkshopswere developed as aNAPCAN fee for service training program for delivery
alongsidetheACBStraining.
An importantaspectof theCommunityEducationactivitieswas togauge theneedsand
requirementsandraiseawarenessofindividualstointerveneandrespondtochildabuseand
ResearchevaluationofNAPCAN’sPlayYourPartproject 55
neglect. The team identified an increasing need to educate teachers and early childcare
workersabout their responsibilities to ‘playapart’. In the first focusgroupprojectofficers
discussedthisissueandwaysofsharingthisinformationtoensurebettertraining,
“Yeah. Massive gaps in schools. Like around...Specifically with the legislation changing,aroundmandatory [reporting]...That teachersarenowmandatorynotifiers inQueensland.[There is]a lotofmiscommunicationandmis-ideasaroundpeople'sroles, insupportingoradvocatingforchildreninabuse.SoIthinkthat'sallsortofcomingoutandwe'retryingtofeedthatback.”
“Wellwhatwe'velearnedsofaristhattheCertIIIisactuallyteachingthewrongthing.”
A stakeholder also indicated that training and educational activities are an increasingly
importantelementoftheirapproachtopreparestafffortheimpendingearlychildhoodmandatory
reportingrequirements.PYP’sflexibilityandresponsivenesstochangesinpolicyandrequirements
wereemphasisedinherresponse.Shesaid,
“Alsothere's-weobviouslyhavetohavepoliciesandprocedureswiththat.Sothey[PYP]haveupdatedandreviewedandrecalled[resourcesfortraining]wheneverweneedtodothataswell. Obviously with the most recent discussions in Queensland in regard to making usmandatory reporters is the next big thing. So there'll be a big roll out program for EarlyChildhoodEducationandCare…tosupportusinunderstandingournewroleinregardtothattoo.”(StakeholderInterview26010)
Thetrainingandeducationalprogramswerenotedasnotonlyusefultoprofessionaldevelopment,
butalsoasawaytobuildconnectionswiththecommunities,“so,inasense,bytrainingthem,that's
sustainingthepartnership”(ProjectOfficer).Inthesecondfocusgroupaprojectofficerstatedthat,
“We'vedonealotofthatgeneraleducationandnowbecausewe'vebuiltthatrapportwithservicesandwiththecommunity,we'removingintoanewerareaaroundthatactualresponseandworkingtowardscommongoalstogether.”(ProjectOfficer)
The Community Education activities were a valuable approach to inform, engage and influence
recognition of the risks and prevention of child abuse and neglect by the communities in the
catchmentarea.ThePYPteamfeltCommunityEducationactivitieshelpedcommunitiestotalkabout
childabuseandneglect,includinglegislation,reportingandresponsibilities,wherepreviouslythere
hadbeenadearthofawareness.
Thetrainingandeducationprograms improvedknowledgeofandcapacity to recognise risk
factors and warning signs while also teaching children and young people about respectful
relationships.DespitethevalueoftheCommunityEducationprogramstobuildconnectionsand
rapport around prevention in the communities, PYP staff felt conflicted by the expectations of
DCCSDStodeliverprogramsinatargetedway–“sotovulnerablefamilies”(ProjectOfficer).Itwas
feltthattheDepartment’sviewpointoftheCommunityEducationactivitieswastoobroad.Inthe
secondfocusgroupaprojectofficerstated,
ResearchevaluationofNAPCAN’sPlayYourPartproject 56
“Wellthey'vereallystruggledwithourworkshopsbecausethere'saneducationfocusandIthinkthatsomeofthepullbackthatwe'vehadisthey'resaying,wellit'smeanttobeaboutlinkingvulnerablefamilieswithservices.Buttheydon'tseemtounderstandthatinordertodothat,peopleneedtorecognisethere'sanissuethereinthefirstplace.Soyouhavetogeteveryoneonacommongroundandthentalkabouttargetedapproacheswiththat.”(ProjectOfficer)
Theprogrammanageradded,
“…the universal approach was that you had a blanket approach that didn't stigmatise,whereasthisdid,orcouldhavehadthepotentialto.”(ProgramManager)
4.3.2 Activity2-GivingChildrenaVoice
ActionswithintheGivingChildrenaVoicedomainmetalltheobjectivesofthethirdphase
ofthePYPprogrambyendorsingchildren’srighttoparticipateandaskingtheirviewsabout
their community. Importantly activities in this domain aimed to broker discussion around
children and young people’s perspectives, aspirations and rights in the community.
Importantly,GivingChildrenaVoice isalso intendedtoadvocate thebest interestsof the
childbyraisingawarenessofchildren’srightsandbyeducatingchildrenabouttheirrights.In
asurveygivenatthestartoftheproject,stakeholderswereaskedthequestion:
HowlikelyisitthatyoungpeopleareawareofUNConventionontheRightsoftheChild?
- Mostparticipantsansweredslightlytonotatall.
PYPprojectofficersdocumentedanumberofareasinwhichthebestinterestsofthechild
andtheirrightswerenotsupportedinthecommunitiesintheCSSCcatchmentareas.This
includedsocietal,familyandpersonalissuessuchasfinance,employment,homelessness,crisis
Practiceinsights:TheCommunityEducationactivitieswereinvaluableandextremelybeneficialtoearlyeducationagenciesparticularly,toensureknowledgeandpracticecontinuestobegroundedinthelocalcommunitythereforeresponsiveandsupportivetofamiliesandchildren.Withtheincreasingresponsibilitiesofteachersandearlychildhoodcarerstoreportsuspectedchildabuseandneglectthereisaveryrealneedtoensureregularevidence-basedtrainingopportunitiescontinue.Trainingandeducationprogramsshouldbetargetedateverybodytoensurepeoplearereachedandtoavoidstigmatisinggroups.
Involvedenablingchildrentohaveasayinareasofconcernorinterestforthemabouttheircommunity.GivingChildrenaVoicessupportedopportunitiesforchildrenandyoungpeopletousetheirassets,strengthsandskillsbyparticipatinginandtakingleadershipofactivitiessuchasSpeakOuts,youthfocusedeventsanddirectlyadvocatingtolocalcouncils,organisationsandagenciesandstateandfederalgovernments.Activitiesaimedtoprovideaprocessthroughwhichchildrenandyoungpeoplenotonlyhadtheopportunitytochangeandenrichtheircircumstances,butalsothemselves.
Activity2-Giving
ChildrenaVoice
ResearchevaluationofNAPCAN’sPlayYourPartproject 57
support,andaccesstosafeplayspacesaswellasfamilysupportspecificallyarounddomestic
violence.Inconsideringtheseissuesforyoungpeopleandchildrenandhelpingyoungpeople
andchildrentonegotiaterelationshipswithpeers,aPYPprojectofficerasked,
“Howdoyouwestartempoweringyoungpeopletoactuallybeabletosay,nothat'snotokay,I'mnotgoingtoputupwiththat.”(ProjectOfficer)
Perhaps,becausethethirdphaseofthePYPprogramwasmoreattentivetotheCommunity
Education activities tomeet reporting requirements, or conceivably because therewas an
identifiedlackofservicesforfamilies,childrenandspecificallyyoungpeopleinthecatchment
areas,activitieswithchildrenandyoungpeoplearoundGivingChildrenaVoiceweremore
indirect than in theprecedingphasesof theprogram.A certain impactonactivities in this
domain,though,wasthesecondaryleveltargetedsupportdirectivebytheDCCSDS.
Duringthesecondfocusgroup,aconversationexploredthecoreprinciplesthatstafffelt
wereimportantintheworkofPYP.Theconversationhighlightedconcernsaroundthelevelof
engagementand typeofactivitywithyoungpeople. Several staffmembers conveyed their
frustration,saying,
ProjectOfficer1: It's just we are limited with what we can do because of our serviceagreements.LikeIwouldlikeustodostillmore.Likeworkingwithyoungpeoplebut…
ProjectOfficer2: Youngpeople-that'smy[concern].
ProjectOfficer1: …intermsof-partofPlayYourPartwasmeanttobegivingthemavoiceandallthatsortofstuffincommunityandIthinkit'sreallyhardforustodothatinourcurrentserviceagreement.Sothat's…
Interviewer: Sothere'samismatch,doyouthink,thenbetweenwhatyoufeelaretheprinciplesofPlayYourPart…andwhattheServiceAgreementissuggesting
ProjectOfficer1: Thereisamismatch.
ProjectOfficer3: BecausetheywouldsayGivingChildrenaVoiceisnotlinkingtheminwithfamily [services]. That's theproblem. They'vegot suchanarrow focus in termsof it's justabout,umm,linking- isn't it?, linkingservicestopeopleandthat'stheDepartment-that'swhatthey[talk]aboutallthetime,whenthere'sawholelotmorethatcanbedonebecauseifthey'rewantingtolookatprevention.Welltheideaishopefully,nottohavetolinkthem.
ProjectOfficer4: Buttheydon'tsee-likewhenI'vebeenspeakingtotheDepartmentwhenthey're talking about prevention and support services, they're talking about therapeuticservices.They'renotviewingschoolsandearlychildhoodasyourcorepreventativeandearlyintervention[targeted]strategies.
Nevertheless, therewasevidenceofdirectengagementwithchildrenandyoungpeople
throughwhichanumberofgapsinserviceswereidentifiedandchildrenandyoungpeople’s
perceptionsofsafetyandriskswereclarified.Atthestartofthethirdphasestaffattendeda
numberoflocaleventsandinvitedchildrenandyoungpeopletoparticipateinsurveys.The
ResearchevaluationofNAPCAN’sPlayYourPartproject 58
surveyssoughtchildrenandyoungpeople’sperceptionofwhatmakesthemfeelsafeintheir
communityandknowledgeoftheUNConventionontheRightsoftheChild.Thelocalevents
includedfestivals,exposandplanningdaysintheMountGravattandWynnumCSSCcatchment
areas.Thesurvey’shighlightedadiversepopulationwithchildrenidentifying:
• mixed family structures, including livingwith parents, grandparents, siblings and
extendedfamily
• most participants indicated they spoke a second language other than English at
home.
Whenaskedwhatmakesthemfeelsafe,themajorityofchildrenandyoungpeoplewho
responded,felttheycouldtalktoanadultintheirneighbourhoodaboutsomethingimportant-
yet, were less convinced that adults pay attention to what they have to say. Following
attendanceatafestival,aprojectofficerobservedandnotedforfollow-up,
Therewereseveralpeoplewhospokeaboutthesafetyoftheskateparkandthefactthatitisindesperateneedofanupgrade.Therewasarealmixofyoungpeopleanditappearedtoattractdifferentgroupsofyouth.Theparkwasseenasavaluableassetforyoungpeoplebutcurrentlyishasbecomeasafetyrisks...Whileengagingwithparentsacommon[worry]wastheir concernof the lackofactivities for youngpeople in thearea. - Followupwith somemembersofthecommunitywhoprovideduswiththeircontactdetailsandareinterestedinsettingupanallianceoranactiongrouptoimprovethefacilitiesforyoungpeople.(Reflectivepracticediaries3105141)
School and early childhood centres offered opportune sites to engagewith children and
youngpeople.TheOutcomeReportfortheperiodbetween1/10-31/122014highlightedthis,
however the focusof activitieswasmoredirected towardseducation thangiving childrena
voice.
School communities state that supporting kids in the school setting seems to be the bestapproach tohelpingkidswith issues suchas family&domestic violence,bullying, settlingintheschoolenvironment,whattoexpect inhighschool,howtonavigatefriendshipsandrelationships,how tobe respectful, lookout foryourmateandhelpkeepeachothersafe.Many[Schools] have voiced an interest in NAPCAN’s Growing Respect suite of programsand havemade provisions to implement oneormore programs in their school for 2015.Schools are also keen to connectwith families to build their skills, enhance the programsandenableparentstosupport their childrenathome.(OutcomeReport1/10-31/122014)
Under the Giving Children a Voice domain PYP project officers used a number of age
appropriatestrategiesthatsupportedopportunitiesforchildrentolearnaboutthebusinessof
beingsafeandconnected.Observationsinareflectivepracticediarydocumentedoneworkshop
deliveredinanearlychildhoodcenterandhighlightedhowtheworkshopraisedawarenessof
the gaps in children’s and teacher’s understanding of prevention assets. The project officer
observed,
ResearchevaluationofNAPCAN’sPlayYourPartproject 59
[We]metwiththekindyclassatthechildcarecentre.Thedirector[was]verykeentoworkwithNAPCANandwasveryaccommodating.Therewasabout22children.Wehaddeveloped4questionsaround:
• PlaceswhereIfeelsafeorhappy
• PeopleIcouldtalktoifIfeltscaredorworried
• ThingsthatIdo
• Thepeoplethatlivewithme
Wethenprovidedlotsofcutuppicturesforthechildrentousetoanswerthequestions.
The children were divided into 4 groups, and there were 2 teaches who assisted withfacilitatingtheprocesses.
The children were varied in their language development and some were very difficult tounderstand.
ThegroupthatIfacilitatedwastheplaceswhereIfeelsafeandhappy.Thechildrenwereabletoidentifyparksandhomeandtheshopsasplacestheyfeelsafe.Somechildrenspokeaboutlivingatseveraldifferenthousesthatweresafe.
IspoketooneoftheteacherswhohadtheactivityaboutpeopleIcouldtalktoifIfeltscaredorworried.Shereportedthatshewasverysurprisedthatmanyofthechildrenwe'reunableto identifyaperson [that they could talk to if they felt scared]-andone littleboy saidhewouldn'tspeaktoanyone.Sheisnowgoingtodosomefollowupworkwiththechildrenaboutsafetyandpeopleandareverykeenforus togobackanddosomefurtherworkwiththechildren.(Reflectivepracticediaries,1604141)
Duringthisphaseanumberofotheryouthandchildengagementstrategiesevolvedsuchas
YouthWeek programs, Child ProtectionWeek promotions, and stalls. Two new strategies
included
• thePopUp(showcase)-acollaborationwithanumberofservicesprovidingstudents
with an opportunity to get familiar with family support services or/and to ask
questionsatvariousschools,
• amodified‘ThreeHouses’tooltoengageparentsandchildrentovoiceworriesor
concerns,goodorpositivethingsandhopesanddesires.
Findingsshowthattheactivitiesabovewereimportantinsofarastheyfacilitatedcommunity
conversationsabouttheissues,particularlywithyoungpeopleandchildren.Forexample,a
stakeholder involved ineventswheretheThreeHousestrategywas implementedexplained
how well the strategy was used. She also expressed alarm at the disclosures from people
involvedintheactivity.Shesaid,
“So-oneotherconsultationstrategyNAPCANusedatacoupleofeventsistheThreeHouses.It'soncalico-abigsheetofcalicopaper,andtheydrawthreehousesandit's-Idon'tknowifI'mgoingtopullthisoneoutofmyhead,buttheylookatpeople'shopesanddreamsand
ResearchevaluationofNAPCAN’sPlayYourPartproject 60
fears.Yeah.Peoplejustreallygot-theyreally-it'sagreatengagementtool.…Allofthatstuffthat they got…people just loved getting into that - young people... Adults, aswell. Iwassurprised.Thereweresomealarmingstuff,aswell, inthefears.Angry-stuffhappeningathome.”(StakeholderInterview3061)
As a prevention approach the above engagement strategies created a space in which
conversationscouldbebrokeredwithvulnerablechildren,youngpeopleandfamiliesinaway
thatavoidedstigma–associatedwithbeingabadparentorbeingtheabusedchild-andrather,
facilitated opportunities to provide information and education directly targeting the issues
raisedbychildrenandyoungpeople.
Childfriendlycommunities“Ithink[childfriendlycommunitiesare]verymuchabout-ofkidshavingavoice,aboutthembeingsafe.Sothembeingabletobeout inthecommunityandnotbeatriskofharm. Soobviouslyhavesafehomeenvironmentsaswellandforadultstobeableto,Iguess,recogniseandsupportthemaswell. Thesimplethings likekidsbeingabletowalktoschool,havingsomeresponsibilityaroundthat.Notbeingfearfulofwalkingdowntothecornershopandhaving, Iguess,stuff inthecommunitythattheycandoaswell that'sspecific tothem.Sowhetherthat'stheskateparksorwhetherit'sactuallyengaginginsomesortofartprogramor activity and having something that they - sort of enjoy doing aswell.” (ProjectOfficerInterview,2507)
Theabovestatementsummeduptheviewpointofwhatachildfriendlycommunityis.Itis
ofimportanceinthatthePYPprojectofficeremphasisedthesignificanceofchildrenandyoung
people’svoicetounderstandwhatbeingsafeisandspoketotheeverydayactivitiesthatare
essentialforchildrenandyoungpeopletobeengagedin.
Asnotedearlier,NAPCANitselfdrawsuponthefollowingfourattributestodescribeachild
friendlycommunityasoneinwhichchildrenarevalued,supported,respected,providedfor
andactivelyincluded.Acommunitywherechildren,
• playapart–areincludedindecisions,arefreetotakepartandexpressthemselves
andtoreceiveinformation
• reachtheirpotential–receivingtheeducationandopportunitiesrequiredtofully
developsocially,emotionally,culturally,physicallyandspiritually
• livewell–receiveallthebasicneedsoffood,clothing,shelterandhealth
• arefreefromharm–protectedfromallformsofabuseandneglect.
In the previous phases of program delivery (2007-2013), the focus on child friendly
communitieswherechildrenandyoungpeoplewereexpertsprovidedawayofworkingwith
each community and emphasised the strengths of the community (and the strengths of
childrenandyoungpeople)asaprocessofdevelopment.Forexample,inthefirstphase(2007-
ResearchevaluationofNAPCAN’sPlayYourPartproject 61
2010)partnerorganisationsstatedthatthroughtheirinvolvementwiththePlayaPartproject
theyrefocusedtheirchild-friendlypractices.Inphasetwo(2010-2013)thePlayaPartproject
exemplifiedhowcommunitiescanhelpchildrenexpresstheirrightsandtranslatetheirviews
intopracticestotheprotecttheirrightsasinformedbytheCRC.
Thiswassomewhatlessevidentinthecurrentphase(2013-2016).Whenquestionedifthe
strategies for building child friendly communities were pivotal in the current phase, the
programmanagerstated,
“It'snotreally–no… I thinkwe'vemovedawayfromitbecausethe intent Ithinkwasstillthere,buthowwecouldraisetheinterestandestablishthatintheareasthatweworkedin...Idon'tknow.Maybeitisthearea.[Thecommunityinthecatchmentareaofphasetwo]wasalreadystartingtohavethatfocuslongbeforewecameonthescene.TheIslands-Theyhadn'treallyuntilwegotthere.Buttheysawchanges-bigchanges-quiteearlyon,particularlywiththefactthattheprojectofficercertainlyhadthissensethatyoudon'tgointoacommunityandpromisethemtheearthandthennotdeliverandyoukeeptheminformedeverystepoftheway.
But there was already a sense of community, whereas where we are now, apart fromWynnum,there'snosenseofcommunitybecauseit's-youknow-halfofits-notindustrial,butyouknowwhatImean?IfyougodownComptonRoad,it's…[divided].”(ProjectManager)
The readiness of the communities in the catchment areas to build child friendly
communitieswasquitedisparate.Thisimpactedonthesuccessoftheprogramtocreatechild
friendlycultures,environmentsandpracticesmostnotablyintheMountGravattChildSafety
catchmentarea.TheareasofCoopersPlains,SunnybankHills,Runcorn,KurabyandEightMile
Plainsweregeographicallyisolatedbyaseriesofmajorroads.Thecommunitieswereidentified
asencompassingalargemulticulturalcohortwhofacedlanguageandculturalbarriers,barriers
inaccessingservices,socialisolation,anddomesticviolence.PYPstaffreportedthatschoolsin
theareaweregenerallyreluctantorunabletoincorporatetheCommunityEducationactivities
intotheircurriculum.
Social support networks, community connectedness and services already active on the
groundwereacknowledgedasimportantindicatorsofthecapacityofthecommunityto“start
lookingatthechild-friendlycommunity, framework”(ProjectOfficer).However, there were
limited organisations,networksandservices actuallylocatedinthegeographicalareas.The
fundingbody’sexpectationdidnotaccommodatethetransferabilityandflexibilityrequiredto
workwiththecommunityacrossgeographicallocations.Inthesecondfocusgroupaproject
officerexplained,
“We'rereallyquite-liketheDepartmentarevery-notheydon'tlikeusworkingoutsideofourareas.Sowe'reverymuch[stuck]withthesuburbsthatwe'rein.Althoughwe'retryingtonegotiatewiththemaroundthatforthenextserviceagreement,becauseit'stooconfining,
ResearchevaluationofNAPCAN’sPlayYourPartproject 62
particularlyinSunnybank.We'resupposedtoworkinfiveorwhateveritis,discretesuburbsandwe've found that really quite difficult. Sowe haven't been able to have any sort ofcrossoveratall.”(ProjectOfficer)
PYPworkedwiththeMt Gravatt CSSC to identifythetargetedpopulationandindicated
thattheyweredirectedtoengagewithvulnerable individuals livingoutside of the current
funded catchment. These includeareassuchasAcaciaRidge, Mt Gravatt East, Mansfield
andWishart.Further,severalyouthservicessuchasPCYC,werebasedoutside of the PYP
regionswhichconsequentlymeantitwasachallengeforPYPstaff toengagewithvulnerable
childrenandyoungpeoplestrictly in the fundedarea asoften thetwoarenotaligned.
Services and youth visibility in the community was vastly different between each CSSC
region.UnderliningthedisparitybetweentheCSSCcatchmentareasaprojectofficerstated,
“We'vegotNationalYouthWeekandBayWave.Idon'tknowifwe'vegotanythinglocallyhere[Sunnybanketc.].It'shardinthisarea.IthinkthatWynnumisalmostaneasierarea,inaway,ofworking,causeit'sabitmorecontained.Whereas,there'snoyouth-specificservicesinthesuburbsthatwearetargetedin[theMountGravattCSSCcatchmentarea].’ (ProjectOfficer)
Gapswereidentifiedinservicesonthegroundforchildren,youngpeopleandfamiliesin
both catchment areas andwere specifically identified as from 0-5 years, and 10-14 years.
Servicestoteenagers15-18yearswereavailable inWynnum,butnot intheMountGravatt
CSSCcatchmentarea.Atthestartof2014anumberofservicesweredefundedorremovedfrom
bothcatchmentareas.Itisnotsurprisingthatfeedbackfromsurveysandfocusgroupsrunby
PYPstaffinbothareasatthetimeindicatedthatchildrenandyoungpeoplefelttheirconcerns
andaspirationswerenotheardbythelocalneighbourhoodandthecommunityasawhole.
Othersystemchangeswhichhadindirectimpactontherightsofchildrenandyoungpeople
inthecommunitiesduringthisperiodincludedlegislativeandpolicyamendmentsinrelation
toyouthoffending.AmendmentstotheYouthJusticeAct1992(QLD)whichtookplacein2014,
included removing the principle that detention should be a last resort; increasing the
opportunitytonameandshame;allowingalljuvenilecriminalhistorytobeadmissibleinadult
courts; making provision for the automatic transfer of 17-year-olds to adult correctional
facilities;andintroducingamandatorybootcamp.WhileitisbeyondthecapacityofPYPto
have had a direct influence on these changes, global and macro levels2 of the ecological
framework in which they operated during the third phase did not whole heartedly value,
2 Bronfenbrenner's(1977)ecologicalframeworkforhumandevelopmentconceivesoffivelevelswithinanestedarrangement,eachcontainedwithinthenextandaredescribedhereastheGloballevel(societalsystemarrangementsandinteractions),Macrolevel(localisedcommunity,cultureandneighbourhood),MesoLevel(family)andtheMicrolevel(individual).
ResearchevaluationofNAPCAN’sPlayYourPartproject 63
support, respect, provide for and actively include the best interests of children and young
people.
4.3.3 Activity3-CommunityDevelopment
Thecoreaspectofactivities thatalignwithCommunityDevelopmentaimedtoestablish
processesfromthegroundupbasedoncommunitydrivenactionsthatstrengthenlinkagesfor
vulnerable familieswith family support services. Aswith the activities ofGiving Children a
Voice,theactivitiesofthisdomainmetalltheobjectivesofthethirdphaseoftheprogram.In
thefirstphaseoftheprogram(2007-2010),O'Connell,&Slocombe(2010)describeda‘catalyst
model’ where the project facilitators supported existing community agencies or groups to
undergothe‘change’processrelatingtochild-friendliness(p.3).Inthesecondphaseofthe
program(2010-2013)staffmembersreferredtoa‘brokeragemodel’inwhichtheyhelpedto
guide and facilitate the capacity of service providers, agencies, community members and
individualsto identifyanddevelop localassets,andengagepracticalactionsfor local issues
withacriticalemphasisonindividualresponsibilityandcreativesolutions(Gwinner,2013p.
45).Boththesetermsreflectsimilarpracticesinwhichthecommunitywasthemeansandthe
end of Community Development activities and with which staff ‘inspired’ stakeholders to
envisionthemeansthroughwhichtocreatethechangesneeded,tosolveproblemsandthus
preventchildabuseandneglectfromhappeninginthefirstplace.
ThecurrentphaseofPYP(2013-2016)fosteredprinciplesapparentinboththesemodelsin
awaythatnootherserviceswereabletoachieve.Astakeholderstated,“Ithinkbringingthe
communitytogetherhasbeenamassivepieceofwork.”(StakeholderInterview26010).She
thenexplained,
“NAPCAN’s[PYP]havemanagedtogetcommunities,thesector,andinthatItalkaboutnon-government,government,andthenjustcommunityitselftoapointwherepeopleareactuallyworkingtowardssimilargoals. Ifyouhadtoldme10yearsagothatwouldhappeninthisarea,Iwouldhavelaughedatyou.Butthere'ssomeamazinginitiativesthathavesprungoutofthatcollaborationandsomereallysolidrelationshipsformalisedanduniformalised. Wecouldn'thavedone thatwithoutNAPCAN’s [PYP] Idon't think. Havingsomebodyexternalcomeinandactuallyfacilitatethat.”(Stakeholder,26010)
CommunityDevelopmentinitiativesaimedtoenhancethecapacityofchildrenandfamiliestoparticipateinfamily,communityandsociallife,meetfriendsandplayandparticipateinculturalandsocialevents.Acoreaspectoftheseactivitieswastoestablishprocessesfromthegroundup,usingactionsinwhichcommunitiesmakedecisionsthatarechildinclusiveandaddresslocalissuesofchildabuseandneglect.Activitiesemphasisedagencyandinter-agencyliaison,developingandmaintainingrelationships,advocating,actionplanningtoimplementspecificchange,andaccesstoresources.
Activity3–CommunityDevelopment
ResearchevaluationofNAPCAN’sPlayYourPartproject 64
CommunityEducationactivitiesarethebackboneofthePYPpreventionframework.Itisin
theCommunitydevelopmentactivitiesthatthecompositeapproachtothepublichealthmodel
ofpreventioncanbeunderstoodandappreciatedasnestedinthecontextofandmeanings
heldby the community. TheCommunity development activities linked areas that reinforce
preventionattheprimary,secondaryandtertiarylevels,forexample:
a. the importance of skills and knowledge to raise awareness and connect with
individualvulnerabilities;
b. agency,partnershipsandthechallengeofreorientingservices;
c. ensuringenvironmentswhicharesupportiveofchildren,youngpeopleandfamilies;
d. communityaction,advocacyanddevelopmentofchildandfamilyfriendlypolicies
andpracticessupportiveoftheneedsofchildrenandfamiliesandwherechildren
arefreefromharm.
Partnerships were actively brokered to develop and implement action plans. In both
Wynnum-LotaandtheMountGravattCSSCregions,thePYPteamactivelyformedinter-agency
alliances and networks to ensure an active focus on needs of vulnerable families and
communitymembersandinitiativesthataddresschildabuseandneglect.
IntheMountGravattCSSCareasPYPdroveandfacilitatedtheChildYouthandFamilyAlliance
South(CYFAS).BasedontheLoganChildFriendlyCommunityConsortium,(whichwasinitiated
inthesecondphase),theAlliancewascreatedtolookatcurrentservicedelivery,identifygaps
andworkonbridgingorclosingthegapsforvulnerablefamilies.Theallianceincludedmembers
fromBenevolentSociety,MissionAustralia,MountGravattCSSC,MountGravattCommunity
Centre, Kyabra, Children’s Health Queensland, Mater Parent Aide Unit, Department of
Communities, Save the Children, Autism Queensland, PCYC, Uniting Care Community and
QueenslandPoliceService.ThePositivePerinatalOutcomesProgramwasanachievementof
thecollaborativeworkwhichaimedtoimplementstrategiestoreduceservicegapsandsupport
vulnerablefamiliesandyoungmothers.
InSeptember2015,PYPcoordinatedtheYouthAgencyCommunityNetworkmeetingwithin
theWynnum-Lota area. Bydrawing togetherorganisations, communitymembers and local
governmentrepresentatives,thenetworkcreatedastrongvoicewhichidentifiedlocalissues,
“and then sort of collectively [we] will start advocating, or looking for new projects, or
ResearchevaluationofNAPCAN’sPlayYourPartproject 65
whatever, or collaborating” (Stakeholder Interview 26010). By July 2016 the network was
chairedbySilkOaks,withPYPdrivinginitiativesinthebackground.
IdentifiedgapsOneofthekeyelementsoftheCommunitydevelopmentactivities,andforwhichtheinter-
agencyallianceswerean importantdevice,was the identificationofgapsandneeds in the
communities in the catchment areas. As touched on previously, numerous gaps were
identified, which impacted services for children, young people and families in both CSSC
catchmentareas.
Someservicesrequestedimprovedinformationsharingprocessesacrossgovernmentand
communityorganisationsduring the research. StakeholdersandPYP staff indicated thatan
informationsharingprocessacrossgovernmentandcommunityorganisationswouldbeuseful
tobettersupportvulnerablefamiliesandchildren.Thequotesbelowindicatethattheactof
sharinginformationasatwo-waychannelbetweenservicesthatreportchildabuseandneglect
andDCCSDSiscriticalandcouldpreventfutureharmtochildrenthroughenhancedsupportto
vulnerablechildrenandfamiliesbytheseservices.
“Andweneed,aseverydaypeopleneedtofeelthat[we]aresupportedinmakingcomplaintsor concerns to theDepartmentandwealsoneed to knowwhathappensoncewe raiseaconcern.”(StakeholderInterview405)
“Wedoreportandwe'redogmaticinourreportingobligationsbutthefollowthrough…Ithinkthereporting[process]hasactuallybeenstreamlinedquitesignificantlysoyoucangettheinformation in, but what happens then is fairly questionable…I think information sharingwouldbereallybeneficial.Weknowthatyou'vegotthoseconfidentialityboundarieswithintheDepartment.Butifwecouldknowthingsthatthey[ChildSafety]know,wecouldprobablysupportthefamiliesthatwe'reworkingwithbetter,iftheywereableorwillingtosharesomeoftheinformationorsomeofthehistoricaldatathey'vegot,ratherthanitalwaysbeingthattertiarypoint.”(StakeholderInterview26010)
WhilePYPisunabletoprovidesuchinformationdirectlytofamilysupportprograms–orbe
aconduitforsuchinformation-akeyelementoftheworktheydoistobuildcapacitywithin
thewiderscopeofgovernance,policyandsocialstructuresandthusbringaboutchangesto
systemchangestopreventchildabuseandneglect.AstrengthofthePYPprogramduringthe
thirdphasewastheabilitytogatherdataandshareinformationwithstakeholderswithinthe
catchmentarea.Thiscouldhavebeenenhancedwithaconsideredpartnershipmodelbetween
PYP and DCCSDS focusing on upstream, information, prevention and early intervention
strategiesandaprocessforcommunicationexchange.Thedataabovehighlightedagapinthe
roleoftheStateasaproviderofdataabouthowitintervenesinchildren’slivesdirectlyand
indirectly. There is a need to share information that tells communitieswhat problems are
ResearchevaluationofNAPCAN’sPlayYourPartproject 66
occurring,whyproblemsoccurandhowfamilysupportservicesinthecommunitymighttaking
actiontostoptheproblemhappeningagain.Preventionmustbedrivenbydataexchangedat
alllevels.
Manystakeholdersfelttherewasastrongneedforprofessionaldevelopmentandtraining
around child abuse prevention, legislation, responding to disclosures or harm, rights and
responsibilities, identifyingchildabuse,understandits impactsandtheimpactsofdomestic
andfamilyviolence,andknowingwhattheycandotoinitiatepositivediscussionswithparents,
respondtoissuesandimplementpreventionandearlyinterventionactivitiesintheirservice.
The need for training was addressed by PYP through the suite of Community Education
activitiessuchastheGrowing Respect suite of programs which include All Children Being
Safe (protective behaviours program),theMiddle Years and Love Bites.Nevertheless,this
levelofpracticaltrainingandeducationisnotcurrentlyprovidedbyanyotherservicesapart
fromNAPCAN.
TwoissuesinrelationtolegislationwereraisedbyparticipantsfollowingthedeliveryofCAN
workshops. The firstwas thatpeopledonot knoworwerenot aware theyaremandatory
reportersundercurrentQLDlegislation(i.e.medicalstaffandteachers).Secondly,participants
didnotunderstandthedefinitionofsuspicioninregardstoreportingchildabuse.Theaddition
ofteachersandearlychildhoodcarersasmandatoryreportersunderlinesthenascentneedto
ensure individualsare informedandconfident inmaking judgmentsandassertive in taking
actions.Withoutappropriatetrainingandknowledgechildrenwillcontinuetobeexposedto
unnecessaryharm,asisillustratedinthefeedbackreceivedintheNAPCANAgencySurvey:
“I’monestepremovedsowearealwaysrelyingontheeducatortopickthingsupandsomearebetterthanothers.TheyhaveChildProtectiontrainingandwerunitregularly,butIdofeeltherewasacasewetooklongerthanweshouldhavetohavepickedupthesignandhelpthechild.”(Earlychildhoodcarer-NAPCANAgencySurvey)
Worryingly, feedback fromstakeholders toPYPsuggestedservicesworkingwithchildren
werestrugglingtosecurechildprotectionspecificservicesandsupportssincetheclosureof
theWynnum CSSC.The closure of CSSCresulted in abreakdown in relationships between
localservicesandtheDepartment.TheclosureplacedaheavyrelianceonNAPCAN’sPYPfor
advice,supportandreferraldirection.ThisissuewasreportedintheOutcomereportforthe
periodbetween1/4-30/62015
EducatorsandcoordinatorshaveallegedlybeeninformedthatChildSafetywouldnotfollowuponconcernsunlesstherehasbeenatleastnine(9)reports,andwereallegedlyadvisedtoinformtheQueenslandPoliceServiceratherthanChildSafety.Consequently,NAPCAN[PYP]hashelddiscussionswithmanagementandstaffregardingtheneedtodebunkthismythand
ResearchevaluationofNAPCAN’sPlayYourPartproject 67
toupskillallstaffonunderstandingdepartmentalprocesses,thresholdsandtheirabilitytoprovide fundamental information that would assist Child Safety to make an informedassessmentofthesituation.(OutcomeReport1/4-30/62015)
Effective service delivery to families and young peoplewere limited in both catchment
areas.Thisincludedsuitablefamilysupportservicesformentalhealthissuesortosupportthe
complex needs of families requiring specialised disability support. Barriers to engage with
Indigenous communitymembersand for Indigenous childrenandyoungpeople’s access to
serviceswereraised.TheseweredocumentedintheOutcomereportfortheperiodbetween
1/7-30/72015.
TheMurri School has identified ongoing issues with their students’ safety and wellbeingas somestudents are reportedly exposed to family violence. NAPCAN[PYP] plans tocollaborate with the school regarding culturally appropriate interventions and educationthat facilitates improved access to community support services. NAPCAN[PYP] will alsoliaise with the school with possible future development of student and teacherresourcestoassist inaddressing the identifiedneed.(OutcomeReport1/7-30/72015)
Thefundingmodelformanyservicespredominantlyprovidedforstaffwagesandface-to-
facecounselling/educationsupport.PYPstaffandstakeholdersfeltthislimitedtheabilityfor
supportagenciestomeetthediverse needs of their service users.Inaddition to education
and therapeutic support, youngpeopleandfamiliesoftenneeded practical assistance such
as transport, clothing for job interviews, food and resources to take with them (e.g. info
sheets).Severalothersignificantfactorsthatcanhaveconsiderable influenceontheriskof
child abuseandneglectwere identifiedandobserved including,bullying, school transition
support programs, relationship skills development, child developmental delays, responsive
parenting and child development education, ongoing case management and support to
parents,post-nataldepressionsupport,anincreaseinyoungpeoplecaringfortheirparents,
Australian law and cultural norms in parenting, homelessness, illicit substance misuse,
domesticviolence,andlimitedsupportedlivingprogramsforyoungpeopletransitioningfrom
care.Astakeholdershared,
“It'schronicinthisparticulararea.Significantlackofhousing.Significantlackofaffordablehousing.Thedrugsareareallybigimpactintheareaatthemoment.Ithinkthecommunityrecognises that for a lot of young people there are no safe activities or safe places, orsupportiveenvironmentsforthemtohangoutin.Soagain,it'sthatsortofnegativecohortthattheyseemtogetin…Domesticviolenceisbecomingasignificantissueintheworkthatwedo.Especiallyinthehomelessnessspace,andjusttheimpactofthatonthechildren.Thenlong-termhousingandsupport for thosefamilies. Sothatwouldprettymuch-everythingreally.”(StakeholderInterview26010)
ResearchevaluationofNAPCAN’sPlayYourPartproject 68
Stakeholdersunderstoodthatnoteveryidentifiedgapcouldbeaddressedinisolationand
thereforeapplaudedtheuniversalapproachwithwhichPYPsupported thecommunities to
respondtotheabovefactors.Onestakeholdersaid,
“Well, I mean, you can run parenting programs, I guess. Awareness-raising programs,educationthroughtheschools…IkeepharpingonabouttheCommunityMeal,butitisareallybigproject-collaborativeprojectthatwe'reworkingon.Imean,wedohavesubtlewaysofproviding informationandeducation throughthatprocess... It is relationshipbuilding,andthat's a - I think that's key to [vulnerable individuals] building relationships with servicesproviders, [becausethe]serviceprovidersarethereasvolunteers,andtheysitwithpeopleandeatwiththem.Not inapatronisingway,but ina- tobe- thentheyfeel…Wellwe'reembeddingitintolocalorganisations,totakeresponsibility,andwe'relookingatdevelopinga community hub there. Because there's just a real lack of organisations - there's nocommunitycentre.”(StakeholderInterview3061)
ThecommunitycapacitybuildingeventsandactivitiesthatPYPparticipatedin,facilitated
and ran including, the Community Meals3, provided a platform to enhance community
wellbeingandconnectednessaswellasensuringtherightsofeveryyoungcitizenandfamily
aremete.g.food,clothingandshelter.Assuch,thestatedaimsforprogramdeliveryinthe
2013-2016ServiceAgreementweremetinthat:
• PYP built the capacity of vulnerable families with children aged from unborn to
eighteenyears,toaccessfamilysupportservicestocarefortheirchildreninways
thatwerenon-stigmatising
• familysupportserviceswithinthegeographiccatchmentareasdevelopedrelevant
andresponsiveservicesandactivitiestoaddressthecomplexityofidentifiedneeds
ofvulnerablefamilieswithchildrenagedfromunborntoeighteenyears.
ResourcingTosupporttheCommunitydevelopmentandeducationactivities,anumberofresources
were developed. Resource development was an important part of the PYP program as it
provided tangible information that was continually referred to or distributed within the
community. A variety of new resourceswere developed during this phase of the program
includingfactsheets,well-beingchecklists,agencyaudittool,postersandtoolsforreferraland
supportservices.Thecontentandtypeofresourcecreatedreflectedlocallanguage,concerns
andknowledge.TheOutcomeReportfortheperiod1/4-30/62016reported,
3 The Community Meal was an initiative aimed to increase parents’ ability to meet their children’s care and protective needs as well as strengthen referral pathways.
ResearchevaluationofNAPCAN’sPlayYourPartproject 69
Feedback from a range of stakeholders from the Child Youth and Family Alliance hashighlightedaneedforalocalisedcommunitydirectorythatiseasilyaccessibleforfamilies.Toaddress this,NAPCAN[PYP]developeda resource identifyingsupportservices, schoolsandearlyeducationservices locatedwithintheSunnybank,SunnybankHills,Kuraby,EightMilePlainsandCoopersPlainsareas.Theresourcewasdesignedtoprovideanuptodateandeasytoreadresourceforfamilies,thatassiststoimprovereferralpathways.(Outcomereport,1/4-30/62016)
4.3.4 Sustaining the Prevention Framework in the Russell Island, Macleay Island
communitiesBytheendof2013PYPfinalisedworkwiththeRussellIsland-MacleayIslandcommunities
afterthreeyearsofengagement.Whentheprogrambeganin2010theIslandcommunities
hadlimitedresourcesandwererequiredtoaccessthemainlandformostoftheirserviceneeds.
ThroughthecommunitydevelopmentactivitiesandenthusiasticcommitmentofPYPproject
staff, other individuals and organisations (most of who lived on the islands), there was
increased services, resourcing and awareness of the needs of children, young people and
families.PYPsuccessfullyimplementedastrongchild-ledapproachtopreventchildabuseand
neglectwith the Russell Island -Macleay Island communities.Members of the community
underwentchildabuseandneglectpreventiontraining,identifiedreferralpathways,created
opportunitiesforyoungpeopletohaveanactivevoiceabouttheirneedsandacknowledged
thestrengthsandassetswithinthecommunity.
The Bay Island Family Action Group was formed in early 2013 to enable services and
agenciestomaintainconnectionandaclearfocusfortheircollaborativeactivities.During2013,
PYPhelpedfacilitatethegroup’sdirectionandstructure.Inthemiddleoftheyear,asaresult
Practiceinsights:ThecurrentphaseofPYPbuiltonpreviouspracticesandstrengthenedthe‘catalystorbrokerage’modelinwhichcommunitywasthemeansandtheendofcommunitycapacitydevelopmentandwithwhichstaff‘inspired’stakeholderstoenvisionthemeansthroughwhichtocreatethechangesneededtosolveproblemsandthuspreventchildabuseandneglectfromhappeninginthefirstplace.Inter-agencyalliancesandnetworksthatdriveprimarypreventionaresignificanttoestablishpartnershipsandcollaborativereorientationofservicesthataddressthecomplexfactorsthatimpactchildabuseandneglect.Throughsuchagroup,programpersonnelcanworkcloselywithstakeholderstoidentifygapsandneedsandimplementgenuineandtargetedcollaboration.Preventionmustbedrivenbydataexchangeatalllevelsofthecommunity.Thereisaneedtoshareinformationthattellscommunitieswhatproblemsareoccurring,whyproblemsoccurandhowfamilysupportservicesinthecommunitymighttakingactiontostoptheproblemhappeninginthefirstplaceorfromreoccurring.Withoutgood,twowaysharingofdataaboutchildren’sandfamily’sneedsitisnotpossibletoknowhowto‘target’preventativeandearlyinterventionservicestotherightchildrenandfamilies.Communitydevelopmentactivitiesreinforceacompositeapproachtoapublichealthmodelofpreventioninthatactivitiesareasteppingstoneforengagingthecommunityandsupportingtheminunderstandingthecausesofchildabuseandneglectaswellastakingactiontosupportvulnerablefamiliesandpreventitfromhappeninginthefirstplace.
ResearchevaluationofNAPCAN’sPlayYourPartproject 70
ofthegapbetweenthesecondandthirdphasefundingcontracts,workwiththeRussellIsland
andMacleayIslandcommunitieswasdisrupted.Theprojectstaffmemberwhohadfacilitated
muchoftheworkwiththesecommunitiesendedhercontract(seeProjectStaffingpage40),
andthecontinuingworkwashandedovertoanotherprojectofficer.
Inthesecondhalfoftheyear,theremainingprojectofficerandmanagerundertookwork
to reconnect and consolidate the Bay Island Family Action Group and to establish local
leadershiptofacilitatetheongoingpreventionstrategies.ThekeyfacilitatingrolefortheBay
IslandFamilyActionGroupwashandedovertotheMangerofTheCageYouthFoundation.The
last event PYP attended showcased the aims of the group to community members and
potentialnewcommitteemembers.Thisresultedintheresurrection,clearcommitmenttoand
planning of child and youth friendly activities, linking of services, implementation of new
services (suchasa chaplaincyprogram inbothprimary schools), inclusionof residentsand
police,andanenthusiasmtoimprovethelivesofallchildren,youngpeopleandfamiliesonthe
islands.
ThePYPprogrammanagersummeduptheworkofPYPwiththeRussell Island,Macleay
Islandcommunitiesas,
“Theyhaveseenhowworking togetheronacommongoalhasagreatereffectandwiderreach.With littleorno cost individualshave seenhowutilisingexisting resources (naturalresourcesorskillsoflocals)outcomescanbeachieved.”(ProgramManager)
While the PYP program can be said to have been successful in these communities, the
programmanger also highlighted practice insights in relation to sustainability and ongoing
effortsofpreventionworkwiththesecommunities,postPYP.Shestated,
“Thereneededtohavebeen…theabilitytoensurethatthetransitionhadtakenplaceratherthanusgoing,wellwethinkstuff'shappening-wethinkthesepeoplearestillmeeting.Wecouldhavegonebacksixmonthslaterandjustturnedupatameetingorsomethingandgone,ohokay,that'sstill[happening]…Ithinktherewere-actuallytheremighthavebeenoneortwoorganisations thatwereworkingon the island thatgotde-funded. Soobviously theirservicesceased.”
Practiceinsights:KeygapsintheprovisionofchildabuseandpreventionstrategiesinlocalcommunitiessuchasRussellandMacLeayIslandsarethesystemsandfundingtosustainlocalinfrastructureandongoingactiveimplementation,scaling,andcontinuousimprovementofeffectivepreventionstrategies.Eveninsituationswherechangeresultsfromexternaldirectivesorfundingconstraintsmanagementandcommunicationofthechangesisessentialforoptimaltransition.
ResearchevaluationofNAPCAN’sPlayYourPartproject 71
5 WasPYPsuccessful?ThePlayYourPartprogramcanbesaidtohavebeensuccessfulintermsofengagement,
development and implementation of wide-ranging prevention strategies and Child Safety
Servicetargetedfamilysupportservicedelivery.ThePYPactivitiesaccomplishedbothtargeted
and universal prevention of child abuse and neglect. Preventing child abuse and neglect
requires broad-based efforts involvingmany different sectors of the community andmany
differentactivities.Oneofthegreatchallengesineffortstopreventchildabuseandneglectis
in how to measure successful outcomes, that is, what determines that prevention has
happenedat all. To this aim four key indicatorsweredevelopedwith staffduring research
meetingsatthestartofthecurrent2013-2016phase.
5.1 ReviewoftheindicatorsToprovideabasistomeasuresuccessfuloutcomes,fourindicatorsguidedtheevaluationof
theinfluenceandimpactofNAPCAN’sPYPprograminthegeographicalareas.Here,thedata
isconsideredagainsteachindicatortoassesstheachievementsofthePYPprogram.
5.1.1 Reduction of child abuse and neglect problems broadly across the targetedcommunities
PlayYourPartplayedtotheendogenousapproachesthatlocalcommunities,families,young
peopleandchildrenenactthatprovideprotectionagainstchildabuseandneglectproblems.
Problemswereidentifiedbyaskingcommunitiesandeffortstoreduceproblemswereattained
bymappingthestrengthsandvulnerabilitiesandbuildingonfactors/strengthsalreadyinplace
inthecommunities.
• childrenarehealthy,safeandwell
Notwithstandingthatpreventionandearlyinterventionofchildabuseandneglectcanbe
understoodasaprocessratherthanasameasurableoutcome,therewasevidenceofimproved
awarenessandprogramsevolvingtosupportchildrentobehealthy,safeandwellasaresultof
thePYPprogramimplementation.Thisincluded:
• formalisedandinformalrelationshipsandcollaborationstokeep
childrensafe
• mapping the resources, assets and the capacity of service
providers, agencies, community members and individuals to
developandactionpracticalsolutions
ResearchevaluationofNAPCAN’sPlayYourPartproject 72
• professionaldevelopmentworkshopswhichexpandedknowledge
of working with young children and responded to challenging
behavioursofchildrenexposedtoadversity
• CommunityMealsinitiativeetc.
• developmentoftools,factsheetsandotherresourcesrelatedto
health,well-beingandsafety
• child friendly communities are evident through increased language,monitoring
andevidenceofprogramsrelatedtopromotion,preventionandfamilyQOL.
Theideologyofchildfriendlycommunities,whichwasembeddedintheobjectivesofthe
firsttwophasesofthePlayaPartprogram,wasnotasstronglyrecognisedinthecurrentphase
of Play Your Part.While therewas indication of increasedmonitoring through Community
Educationactivitiesandgrowingevidenceofcollaborativeeffortstoassurefamilyqualityof
life,evidenceof‘maybethebeginningsof’childfriendlycultures,actionsandcommunitieswas
detected.
5.1.2 IncreasedliteracyaboutthebusinessofchildabuseandneglectThePYPprogramdirectlyincreasedliteracyaboutthebusinessofchildabuseandneglect.
Thisissubstantiatedinthefeedbackfromstakeholdersandtheevaluationsurveysconducted
aspartoftheCommunityEducationactivities.Literacyaboutthebusinessofchildabuseand
neglect canbeunderstood as the knowledge and skills that determine themotivation and
abilityofindividualstoprotectchildrenfromharm,forexample,awarenessofthenatureand
causesofchildabuseandneglectaswellasunderstandingtheprotectivefactorsacrosschild,
familyandsocietalinteractions.
ü education,trainingandengagementofthecommunitytoinfluenceattitudesand
beliefsaboutabuseandneglect.
What came through clearly in the data was the significant need for the Community
EducationactivitiesthatPYPfilled,specificallyrelatedtoextendingprofessionalknowledge,
skillsandtrainingrelatedtocurrent legislation.Thisphasebuiltontheeducationprogramsof
the preceding phases, incorporated evidenced based workshops for young people and
childrenanddevelopedneweducationandtrainingprogramsmeetingtherequirementsof
thelocalcommunities.Forexample
• Parentinformationsessions
ResearchevaluationofNAPCAN’sPlayYourPartproject 73
• ChildDevelopment&DevelopmentalTraumaworkshops
• Impacts of Domestic Violence on Children- a collaborative co-
designprocesswiththeImmigrantWomen'sSupportServices
• TheProtectiveBehavioursprogram
The PYP program ‘helped communities to have a conversation about being involved in
prevention’.
5.1.3 EnhancedsocialsupportandcommunityconnectednessTherewasgrowingevidenceofimprovedsocialsupportandcommunityconnectednessin
bothcommunities,andmorepurposelyintheWynnumCSSCregion,throughtheprogressof
thecommunitycentre/hub.PYPplayedaninstrumentaladvocacyroleintheestablishmentof
the community centre. There is still work to do to effectively achieve children and young
people’smeaningfulparticipationinthecommunitiestheyliveandinallaspectsofeveryday
lifeinbothregions.
ü rightsofeveryyoungcitizenandtheirfamilyaremete.g.food,clothing,shelter,
health,education,family,cultureandidentity.
PYPdocumentedanumberofareasinwhichthebestinterestsofthechildandtheirrights
werenotsupportedinthecommunities(includedsocietal,familyandpersonalissuessuchas
finance,employment,homelessness,crisissupport,andaccesstosafeplayspacesaswellas
family support specifically around domestic violence). There was indication of increased
awarenessoftherightseveryyoungcitizenandtheirfamilyandeffortstoensuretheyaremet.
Thisincluded:
• Endorsingchildren’srighttoparticipateandaskingtheirviews
• Raising awareness of children’s rights and educating children
abouttheirrights
• The formation of Child Youth and Family Alliance South Youth
AgencyCommunityNetworktoensureanactivefocusonneedsof
vulnerablefamiliesandcommunitymembersandinitiativesthat
addresschildabuseandneglectandthereforerightsaremet.
5.1.4 Increasedfamilyfunctioningandparenting
ResearchevaluationofNAPCAN’sPlayYourPartproject 74
PYPactivelyworkedwithpartnerstoengageanddeliverappropriatefamilyandparenting
education programs for increased functioning. The timeframes to achieve and measure
increasedfamilyfunctioningandparentingaretooshorttoconfirmthatthePYPprogramand
activitiesdidinfactinfluenceorimpactdirectindividualfunctionsoffamiliesandparents.
ü thecoordinationandcollaborationofservicesforfamilyandparentsupport;
Therewas nascent capacitywithin the third phase of the PYP program to build on the
practical actions by the local community and to strengthen government involvement,
governanceanddeliveryofservicesandstrategiesintheareas.PYPwasresponsibleforthe
initiation of inter-agency alliances and community networks that successfully actioned
coordinatedandcollaborativeservicesforfamilyandparentsupport.
ü expanded and/or targeted capacity of services to provide family support
programsandworkwithfamiliespreviouslydisengagedorvulnerable.
The capacity of services to provide family support programs and work with families
previously disengagedor vulnerablewas evidenced to have improved and expanded as an
outcomeofthePYPprogram.Achievementsandprogresstowardthisindicatorinclude:
• Identificationofgapsandneedsintheregions
• A localised community directory that is easily accessible for
families
• The provision of tangible information through fact sheets and
informationpacks
• Establishingculturally appropriate interventions e . g . parenting
programsforCALDparents
5.2 ImplementationchallengesAkeychallengeforthethirdphaseofthePYPprogramwastheinfluenceofconditions(e.g.
anemphasisonsecondarylevelsupport)andlimitations(e.g.geographicalconfinement)which
didnotsitwellwiththeunderpinningprinciplesandtheoreticalperspectiveoftheprogram.
The importance of achieving andholding shared understanding about the implementation,
targetandgoalsoftheprogrambetweenPYPandthefundingbodycannotbestressedstrongly
enoughforfutureendeavours.
ResearchevaluationofNAPCAN’sPlayYourPartproject 75
InthethirdphaseofthePYPprogramtheDCCSDServiceAgreementstipulatedthetarget
groupforthisservicewaschildren,youngpeople(unbornto18)andtheirfamilieswhofind
themselvesinvulnerablesituations.TheDepartment’sexpectationsofatargetedapproachdid
notalignwiththePYPpreventionframeworkandwholeofcommunityapproach.Additionally,
reportingrequirementstoquantifytasksseemedtohavehadmoderatingeffectonactivities
andthecompositeelementsofthePYPprogram.
Astheprecedingsectionshaveshown,NAPCAN’sPlayYourPartprogramfacedanumberof
otherchallengesduringthethirdphase.Insummary,theseinvolved:
• Thereadinessofthecommunitiesfortheworkofprimarypreventionandtheproject’s
implementationmodel
• Identified lack of services for families, children and specifically young people in the
catchmentareas-the‘invisibility’ofthechildrenmeantthattheinterventionslacked
childfocus
• Thetransitionbetweencontractsandregionsresultedindelayofactionsincommunities
asnewstaffwererecruitedandtrainedandnewofficespacewasobtained
• Datasharing-Preventionmustbedrivenbydataexchangedatalllevels
• InconsistencyofpersonnelforPYPandexternalpartnersresultedinreducedcommunity
engagementandnetworkingopportunities
• Staffcapacities,dedicatedtimeandrolefunction
• Difficulties indeliveringoncapacitybuildingstrategiesduetochanges inthepolitical
andpolicyclimateandideologicaldivergencesbetweenthefundingbodyexpectations
andthePYPuniversalpreventionframework
Thesechallengesnotwithstanding,findingsfromtheevaluationshowtherewereimportant
gainsmadebytheprojectintheMtGravattandWynnumChildCSSCcatchmentareas.
5.3 GreatestgainsFindingsfromtheevaluationshowthatoneofthegreatestgainsmadebyPlayYourPart
programwasthatitmanagedtostartmanymeaningfulconversationsaboutchildabuseand
neglectandeveryone’sbusinessandresponsibilitytoprotectchildrenandyoungpeople.
Acleargainwasmadebybrokeringconversationsthatexploredtheresources,assetsand
thecapacityofserviceproviders,agencies,communitymembersandindividualstodevelop
ResearchevaluationofNAPCAN’sPlayYourPartproject 76
andactionpracticalsolutionsthataddressedtheproblemsfacedby local families,children
andyoungpeople.
ThegreatestbenefitofthePYPpreventionprogram,whichisevidencedinallthreephases
- inspiteof the shift fromauniversalapproach topreventingchildabuseandneglect toa
targetedapproachwithvulnerablefamiliesandserviceinthecurrentphase-wasthe‘wholeof
community’oruniversalapproachtocreatingchild friendlycommunitiesandpracticesthat
ensuredthevoiceofchildrenandyoungpeopleareattheheartofpreventionactioninthe
geographicalareaswhereservicesweredelivered.
ThewholeofcommunityapproachinwhichPYPsustainedactionswiththecommunitiesto
tacklethemultipleinteractingfactors,wasapplaudedbystakeholderswhorecognisedthatnot
everyidentifiedgapcouldbeaddressedinisolation.Theyalsorespectedthenon-stigmatising
engagementstrategiesthatwereusedtolinkvulnerablefamilies,childrenandyoungpeople
totheservicesandsupporttheyneeded.
Whenconsideringthechallengesandthegainsoftheprogram,weneedtorememberthat
primaryprevention isa long- termendeavour involvingmajor culturaland societalchange.
Primarypreventiontakestime.
6 Conclusion
Througheffectiveimplementationandgenuineengagement,preventionprogramssuchas
PYPofferprodigiousopportunitiestocollaborate,andnotmerelyconsult;tofindsolutions,
notmerelyreacttoproblemsinthecircumstancesofvulnerablefamilies.Animportantaspect
oftheprograminassistingservicestoprovidefamilysupportprogramswasthePYPteam’s
capacitytoincreasethequalityofinformationsharedbetweenagenciesandtoexpeditethe
optionsthatareavailabletosupportchildren,youngpeopleandfamilies.Providinginsightinto
theimportanceoftrulylinkingagencyeffortstosupportfamilies,astakeholderworkingina
familysupportprogramsaid,
“Isupposemaybeit'seventodo-Ithinkthattheseotherservicesthatarenowcomingupandbeinginvolvedwithfamiliesintensively…Ithinkthat'sprobablymadealittlebitofadifferenceandthose-Ijustfindthatthey're[PYP]inthereallthetime.Likebeforewhen-beforetheyexistedtherewasn't-thesame-therejustwasn'tthosekindofoptionsaroundtobethereandsupportpeoplebeforechildrenweretakenaway.”(Stakeholder3062)
Wemight still be a longway from aworldwhere children and young people feel safe,
includedand that their voices andopinions are valued,nevertheless, through the seedsof
ResearchevaluationofNAPCAN’sPlayYourPartproject 77
preventionprogramslikeNAPCAN’sPlayYourPart,communitiescanstarttogrowawareness
andknowledgeofjustwhatchildabuseandneglectis.Inknowingthewhatitis,thecauses
andtheprotectiveinfluences,actionscanbetakenatindividual,neighbourhoodandsocietal
levelstopreventtheitfromhappeninginthefirstplace.
70Research evaluation of NAPCAN’s Play Your Part project
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Appendix
Appendix1–TrainingProgramOverview
LoveBites,- LOVEBITESisanextremelysuccessfulschool-basedDomesticand
FamilyViolenceandSexualAssaultpreventionprogramthatevolved
ontheMidNorthCoastofNSW.LoveBitesisbasedonbestpractice
standardsforeducationprogramsasrecommendedbytheFederal
GovernmentfundedAustralianDomesticandFamilyViolence
ClearingHouseandotherleadingacademicsintheareaofviolence
againstwomen.LOVEBITESpromotesanintegratedpartnership
approachtopreventionandgenerateslocalownershipofthe
program.LocalserviceprovidersfacilitatetheLoveBitesprogram.
Professionalssuchassexualassaultworkers,domesticviolence
workers,youthworkersandpolicecanfacilitatetheprogram.
AllChildrenBeingSafe,- ALLCHILDRENBEINGSAFE(ACBS)isapreschoolandearly
primaryschoolprotectivebehavioursprogramdevelopedtoprovide
children(aged4-8years)withnon-threateningwaystohelpthem
feelstrongandstaysafeintheircommunities.Theprogramexplores
safetymessageswithchildrenusingbushanimalstories(dingo,
kangaroo,echidna,kookaburra,koalaandkingparrot).Storiesare
toldabouttheanimalsandaresupportedwithlearningactivities,
art/craft,dramaandmusic.NAPCANdeliversaonedayAllChildren
BeingSafetraining.Thetrainingincludesprotectivebehaviours
theoryandanoverviewoftheprogram.Thedayalsoprovides
opportunitiestopracticetheactivitiesandtipstoembedthe
messagesintheclassroom.
RespectfulRelationships,-NAPCANworksalongsidecommunitiestostrengthentheir
capacitytosupportchildrenandyoungpeopletohavehealthyand
respectfulrelationships.
71Research evaluation of NAPCAN’s Play Your Part project
NAPCANhascapacitytoimplementandsupportrespectful
relationshipsprogrammingandchildabuseandneglectprevention
strategiesandprogramsinschools(preschools,primaryandhigh
schools)andout-of-schoolsettings,inpartnershipwithcommunities
acrossAustralia.
NAPCANworkswithcommunitiestodevelopasustainable,localised,
wholeofcommunity,respectfulrelationshipprogramsandstrategies
aimedatpreventingchildabuseandneglect.
ProtectiveBehaviours-ProtectiveBehaviours"AWholeofCommunityResponsibility"
workshophasbeendevelopedtoprovideworkersinchildrelated
industrieswithanenhancedunderstandingofpreventionactivities
andequipthemwithstrategiesthatpromotechildwellbeingand
safety.TheprogramalsoincorporatestheAllChildrenBeingSafe
(ACBS)programwhichisdesignedtoeducatechildrenand
communitymembersinanon-threateningmannerabouttherole
adults/communitiesplayinkeepingthemsafe.ACBSexplores
messagesaroundsafetywithchildrenthroughtheuseofstorytelling
andinteractiveactivities.Theworkshopisaimedatpeopleworking
withchildrenagedthree(3)tosix(6)years