Research Play Your Part Evaluation Report Prevention Framework PYP Evaluation Final.pdf · 1.3...

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.


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


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


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


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


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.


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.


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;


• 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


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


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.


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


• 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.


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.


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


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


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.


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).


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


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.


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


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,


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


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,


• Increasedfamilyfunctioningandparenting




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.


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


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.


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.


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.


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


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


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


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.


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:


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


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).


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.


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)


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


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


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


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


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).


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)


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)


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


Table 4 Community Development 'At a Glance'

• AgencyAuditTool• Theagencysurvey• TimeforPlay:0-2yrs• CommunityDirectory


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


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


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.”


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.


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


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.


“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


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,


“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


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


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,


[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


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-


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,


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).


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


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


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


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


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)


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.


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.


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.


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


• 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


• 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,


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


PYPactivelyworkedwithpartnerstoengageanddeliverappropriatefamilyandparenting

education programs for increased functioning. The timeframes to achieve and measure

increasedfamilyfunctioningandparentingaretooshorttoconfirmthatthePYPprogramand

activitiesdidinfactinfluenceorimpactdirectindividualfunctionsoffamiliesandparents.


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.



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.


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


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


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.


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

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