3 13 Child Abuse and Neglect

ST.
CLAIR CATHOLIC DISTRICT SCHOOL BOARD

POLICIES AND PROCEDURES
SECTION 3: STUDENTS

Policy 3.13, Page 1 of 18

CHILD ABUSE AND NEGLECT POLICY 3.13

EFFECTIVE: 2000 12 01 / 2006 10 24 / 2010 09 29

VALUE STATEMENT:

The St. Clair Catholic District School Board, consistent with its commitment to the safety and well-being of
children, acknowledges a moral and legal responsibility to report any suspicions of child abuse and
neglect.

POLICY STATEMENT:

The St. Clair Catholic District School Board requires that all employees exercise their responsibility for the
reporting of suspected abuse and neglect of children.

ADMINISTRATIVE PROCEDURES:

In compliance with this policy and the requirements outlined in the Child and Family Services Act, the St.
Clair Catholic District School Board has developed administrative procedures requiring teachers,
principals, vice-principals, professional support staff and other personnel it employs, to report to the
Sarnia-Lambton Childrens Aid Society or Chatham-Kent Children's Services when they have "reasonable
grounds to suspect" physical abuse, sexual abuse, neglect, or emotional harm to a student, with sufficient
detail to enable the agency to undertake its investigation. For the purpose of this policy, the Sarnia-
Lambton Childrens Aid Society and Chatham-Kent Childrens Services will be referred to as Childrens
Aid Society (CAS).
There are corresponding procedures relating to hiring, staff training, responding to students with special
needs, investigating employee misconduct and cooperating with appropriate investigative agencies.
These procedures support the Board's commitment to a safe, respectful and nurturing environment.

Definitions

The Child and Family Services Act (CFSA) defines a child as a person under sixteen (16) years of age. A
person subject to a protection order, for example an order of supervision or wardship, is considered to be
a child until they attain eighteen (18) years of age. A child protection investigation can not be undertaken
with regards to a sixteen or seventeen year old who is not the subject of a child protection order.
Allegations of neglect/abuse involving such young people are investigated by the police under the assault
or sexual assault provisions of the Criminal Code.

The CFSA provides a list of criteria which defines a child in need of protection. Many of the criteria
conform with the traditional perception of what constitutes abuse. Other criteria trigger the duty to report
because the child requires assistance of some form, for example, medical treatment or counselling, and
the parent or guardian is unavailable or unwilling to take action.

ST. CLAIR CATHOLIC DISTRICT SCHOOL BOARD
SECTION 3: STUDENTS

A child is in need of protection in any of the following circumstances:

a) the child has suffered physical harm, inflicted by the person having charge of the child or caused
by that persons failure to care and provide for or supervise and protect the child adequately;

b) there is a substantial risk that the child will suffer physical harm inflicted or caused as described in
clause (a);

c) the child has been sexually molested or sexually exploited, by the person having charge of the
child or by another person where the person having charge of the child knows or should know of
the possibility of sexual molestation or sexual exploitation and fails to protect the child;

d) there is a substantial risk that the child will be sexually molested or sexually exploited as
described in clause (c);

e) the child requires medical treatment to cure, prevent or alleviate physical harm or suffering and
the childs parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, the treatment;

f) the child has suffered emotional harm, demonstrated by severe anxiety, depression, withdrawal
or self destructive or aggressive behaviour and the childs parent or the person having charge of
the child does not provide, or refuses or is unavailable or unable to consent to, services or
treatment to remedy or alleviate the harm;

g) there is substantial risk that the child will suffer emotional harm of the kind described in clause (f),
and the childs parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, services or treatment to prevent the harm;

h) the child suffers from a mental, emotional or developmental condition that, if not remedied, could
seriously impair the childs development and the childs parent or the person having charge of the
child does not provide, or refuses or is unavailable or unable to consent to, treatment to remedy
or alleviate the condition;

i) the child has been abandoned, the childs parent had died or is unavailable to exercise his or her
custodial rights over the child and has not made adequate provision for the childs care and
custody, or the child is in a residential placement and the parent refuses or is unable or unwilling
to resume the childs care and custody;

j) the child is less than twelve years old and has killed or seriously injured another persons
property, services or treatment are necessary to prevent a recurrence and the childs parent or
the person having charge of the child does not provide, or refuses or is unavailable or unable to
consent to, those services or treatment;

k) the child is less than twelve years old and has on more than one occasion injured another person
or caused loss or damage to another persons property, with the encouragement of the person
having charge of the child or because of that persons failure or inability to supervise the child
adequately; or

l) the childs parent is unable to care for the child and the child is brought before the court with the
parents consent and, where the child is twelve years of age or older, with the childs consent, or
to be dealt with under this Part.

SECTION 3: STUDENTS


LEGISLATED DUTY TO REPORT

Duty to Report

The Child and Family Services Act (s 72) states that:

A person who believes on reasonable grounds that a child is or may be in need of
protection shall forthwith report the belief and information upon which it is based to a
society.

Any employee who, in the course of his/her duties, has reasonable grounds to suspect that a child has
been abused or is at risk of being abused, has a legal responsibility to immediately report his/her
suspicions directly to the Children's Aid Society regardless of whether the alleged perpetrator is a family
member, a community member, a school board staff or a volunteer.

No action for making the report shall be instituted against a person who acts in accordance with the
legislation unless the person acts maliciously or without reasonable grounds for suspicion.

Professional persons and school board officials have the same duty as any member of the public to
report. As such, where there are reasonable grounds to suspect that a child is in need of protection,
principals, vice-principals, teachers, social workers, psychologists, child and youth workers, speech and
language pathologists, etc., must also report the suspicion and the information on which the suspicion is
based to the CAS. This duty to report applies although the information reported may be confidential or
privileged.

Teachers, principals, vice-principals and non-teaching professionals are advised that their failure to report
where there are reasonable grounds to suspect that a child is in need of protection can lead to a
conviction of an offence which is subject to a fine of not more than $1,000. A failure to comply with the
CFSA is a defined ground of professional misconduct under the Ontario College of Teachers Act.
SECTION 3: STUDENTS


Duty to Report Directly

The individual employee who suspects abuse or neglect must contact CAS directly; thus supervisors
cannot call on a staff members behalf.

A person who has a duty to report a matter under subsection (1) or (2) shall make the report
directly to the Society and shall not rely on any other person to report on his or her behalf (s 72).

While the employee must report and discuss the situation with the principal of the school, the onus
remains on the person who suspects abuse to report the matter promptly to the CAS.

If the principal disagrees with the employees decision to report, it is still the employees responsibility to
report his/her suspicions of abuse or neglect to the CAS.

Ongoing Duty to Report

Employees must report each additional occurrence of abuse regarding the same child to the CAS.

A person who has additional reasonable grounds to suspect that a child is in need of protection,
shall make a further report even if he or she has made previous reports with respect to the same
child (s 72).

Thus, for example, if an employee reported suspicions of child abuse or neglect to the CAS, and a new
but similar set of circumstances comes to the employees attention, the employee must report that new
information to the CAS again, regardless of whether or not a CAS investigation is already under way.

PROCEDURES FOR REPORTING ABUSE/NEGLECT

Step One: Determining When to Report

Some children will disclose to a staff member directly that they are being neglected, hurt, or abused or
there will be indicators that the employee observes which lead him/her to suspect a child is in need of
protection. If this is the case, the employee should immediately make a report to the Childrens Aid
Society. If an employee is unsure of whether there is cause to report, the following steps should be
taken:

The employee shall consult with his/her principal or supervisor regarding his/her concerns.
The principal should consult with the Social Worker and or Child/Youth Worker assigned to the
school.
Observe the child. Refer to Appendix A for a list of definitions and indicators of abuse and
neglect.
Record observations. See Appendix B for suggestions for keeping a documentation diary.
For further assistance in determining whether reasonable grounds exist to report suspected
abuse or neglect, Board employees are encouraged to consult with CAS about a given situation
(See Appendix F for current phone numbers). At this time, record the name of the CAS worker,
and the date and time of the phone call.

If it is determined through the above steps that there are insufficient grounds to report to the CAS,
continue to document the case noting dates, specific situations and direct quotes from discussions with
the child (see Appendix B).
SECTION 3: STUDENTS


Step Two: Reporting

Where an employee has reasonable grounds to suspect abuse or neglect, he/she must notify the
principal of the childs school immediately. If the principal does not support the decision to report, it is still
the employees responsibility to report his/her suspicion of abuse.

The principal or designate should be present while the employee reports the incident to the Childrens Aid
Society. This is intended as a support for the employee; however, securing the principals presence must
not unduly delay the reporting of the incident.

Where an employee has a reasonable suspicion of abuse, it is the responsibility of the employee to make
a direct and immediate report to the CAS (see Appendix C for oral reporting guidelines).

If the principal is unavailable for consultation at the time of reporting to the CAS, the employee should
notify the principals designate. Following this, the principal should be informed as soon as possible
regarding the situation.

The employee will obtain a Report of a Suspected Child in Need of Protection Form (Appendix D) from
his/her principal and provide the required written documentation.

In addition to reporting to the CAS, the employee or the principal should obtain information, where
possible, regarding the following:
Will the child be interviewed? When and where will this interview take place?
Do the investigators plan to come to the school or home? When?
Should the parents be contacted? See Informing Parents/Legal Guardians for additional
information.

Once a report has been made, the principal will follow the CAS instructions regarding the care of the
child.

Step Three: Documentation

It is not the employees responsibility to prove that the student has been abused or neglected or to
determine whether the student is in need of protection. Consequently, beyond the acknowledgement of
the initial disclosure, the employee must not investigate or interview the alleged victim, witness, staff or
other students. The Childrens Aid Society worker has the prime responsibility for the protection of the
child and the investigation of the alleged abuse under the Child and Family Services Act. The Police
Department has the prime responsibility for the investigation of the alleged offence under the Criminal
Code of Canada.

Documentation of concerns about a child is of great importance in helping to clarify the situation and is
critical to the CAS in their response to the report. Use the Report of a Suspected Child in Need of
Protection form provided as Appendix D. Completion of this form should be based on factual data only.
Refrain from including personal opinions.

The Report of a Suspected Child in Need of Protection form shall be completed by the employee who
made the report to the CAS at the earliest possible time thereafter. It will subsequently be signed by the
school principal and then sent immediately to the CAS. The Childrens Aid Society intake worker will take
more detailed notes during the interview with the reporting person.

Apart from the form required (Appendix D) by the Board, the teacher, support staff person, and principal,
must keep detailed records (Appendix B) at all stages of the process with regard to their involvement.

SECTION 3: STUDENTS

All documentation with respect to a child in need of protection is confidential and is to be safeguarded as
such. This documentation is not considered part of the Ontario Student Record but should be kept on file
in the principals office.

Documentation should be factual (including dates and times), be brief and to the point and contain
questions asked of the student and verbatim responses if possible.

Step Four: Informing the Parent(s)/Legal Guardian(s)

The principal or designate, in consultation with the Childrens Aid Society, will determine when the parent
will be informed of the referral and by whom. Unless agreed upon by both parties, it is the obligation of
the Childrens Aid Society to inform the parent of the referral.

Informing the parents prematurely of the Childrens Aid Society involvement may seriously jeopardize the
investigation and interfere with the protection of the child.

In the case of an apprehension of a child by the CAS, the parents/guardians should be informed of the
situation by the Childrens Aid Society prior to the end of the school day.

Step Five: CAS/Police Investigation

The following can be expected when an abuse allegation has been made.

When the CAS receives a report of alleged abuse pertaining to a child under the age of 16, it must, within
the shortest time period possible and not exceeding 24 hours, decide whether or not to proceed with an
investigation.

The decision-making process may include reviewing any previous child abuse or neglect in the family and
consulting the provincial Child Abuse Register to determine whether the alleged abuser is listed as being
previously involved in the abuse of a child.

Once a decision is made to proceed with an investigation, a decision to request the assistance of the
police in the investigation is the responsibility of the CAS worker in consultation with his/her supervisor. If
this course of action is taken, the CAS worker will contact the police to jointly decide how they will
proceed. If a joint investigation is warranted, the CAS worker and the police officer, as a team, collect
evidence and interview the child, the parents and any professionals or witnesses involved.

A decision as to whether the child should be interviewed on school premises will be determined by the
CAS worker in consultation with his/her supervisor. The seriousness of the allegation, the safety of the
child, the integrity of the investigation and relevant welfare file history are factors considered when
making this decision. The CAS worker will contact the school principal to provide notification of the
decision to interview the child(ren) on the school property.

Upon arrival at the school, the CAS worker will report to the principal or designate, present appropriate
child welfare identification, and discuss the plan for the investigation. At this point, the CAS (and police, if
applicable) are in charge and responsible for the investigative plan.

Having the interests of the students at the forefront, the school will co-operate and collaborate with the
CAS/police during the investigation.

The CAS worker and his/her supervisor have the responsibility of determining at what point in the
investigation the parents should be notified of the allegation.

SECTION 3: STUDENTS

As a general rule, the CAS/police may conduct an interview with a pupil at the school only with the prior
consent of at least one of the legal guardian(s) and in his/her presence if requested. The exceptions
would be as follows:
In those cases in which the CAS/police have determined that the best interests of the child
require that an interview should take place without the prior knowledge and the absence of the
parents, the SCCDSB will permit the principal to depart from the general rule described above.
The need to proceed with these investigations without consent and knowledge of the parents is
especially necessary when the child in question is alleged to be the victim of sexual abuse which
may be perpetrated by a family member.

When the alleged child in need of protection, sibling or other children potentially involved are
being interviewed at the school, and the CAS has determined that the parent/guardian should not
be informed prior to the interview, the principal or designate will be present during the interview.
If a designate is used, this person should be someone who is known by the child and has a good
relationship with the child. The role of school personnel is as an observer and support only.

Where it is clear that the investigation will not be placed in jeopardy and the principal has confirmed
this with the CAS, the parents/guardians will be contacted prior to their child(ren) being interviewed at
school.

The CAS worker will carry out detailed interviews with any person who may have significant
information or observations about the child in question, and any witnesses to the alleged child
protection concerns.

At the conclusion of the investigation, the CAS worker, in consultation with his/her supervisor, will
review all relevant information and determine whether the reported child protection allegation is
substantiated.

It is the responsibility of the CAS worker to notify the referral source of the results of the investigation
provided the parents of the child have executed appropriate releases of information. It is the
responsibility of the CAS worker to make every effort to have releases signed by the parents.

SHARING OF INFORMATION

The CAS may initiate contact with a school, or with the Board office, when investigating a report of abuse
initiated from sources outside of the school.

When initiating a protection investigation, the CAS worker must establish the whereabouts of a child,
collect information from a variety of collateral sources regarding the protection and safety of the child, and
make arrangements to interview the child in the school either with or without parental permission.

During an investigation, information may be sought without a Release of Information, as parental contact
to acquire a release may seriously impede the investigation.

When initiating contact, the CAS worker must inform the principal that he/she is investigating an
allegation that a child is in need of protection and is seeking information to assist in the investigation.

When receiving a call requesting information about a student, the principal should take every precaution
to ensure that the caller is a worker with the Childrens Aid Society. The principal should inform the caller
that he/she will call them back immediately. At this time, the principal will contact the office of CAS and
confirm the identity of the caller.
Having confirmed the identity of the caseworker, school personnel should co-operate fully in the
investigation.
SECTION 3: STUDENTS

ALLEGATION OF CHILD ABUSE AGAINST A BOARD EMPLOYEE

Fundamental Principles
When an employee is accused of child abuse, that employee is entitled to a presumption of innocence
until a full investigation determines otherwise.
In order to protect the rights and privacy of the employee and student(s) involved, confidentiality and
containment are very important.

When a Complaint is Made
In a situation where a teacher, support staff or other Board employee is suspected of conduct which
places a child in need of protection, the principal or supervisor will be notified when a report to the CAS is
being made and the principal or supervisor will notify the appropriate Superintendent of Education. In
situations where a principal is suspected of such conduct, the Superintendent of Education will be directly
notified.
A staff person or volunteer who has made a report to the CAS and has notified the principal regarding a
specific situation and is not satisfied with the response, may contact the designated superintendent
directly.
Under no circumstances should the implicated staff member be contacted regarding an allegation or
disclosure until specific instructions are received from the investigating police or CAS. Notwithstanding
any Regulation made under the Teaching Profession Act, a teacher shall NOT report to a fellow teacher
that an allegation or disclosure has occurred. This procedure is designed to secure the safety of the
student, to ensure that the rights of the victim and the accused person are protected, and to prevent
possible destruction of evidence.
The Board will undertake to ensure the safety of any other alleged or potential victims through whatever
means deemed appropriate, including interim suspension of the employee or removal from the school
setting. School board staff and volunteers are expected to be supportive of a student who has come
forward, and will respect and protect the confidentiality of the disclosure within legal confines. Only staff
who need to know and who will in no way jeopardize the investigation will be informed of the disclosure.
The Board will fully cooperate with the CAS and the police in any investigation and provide access to any
relevant information within legal confines.
In instances involving school personnel, it must be remembered that the Board has two key areas of
responsibility:
i) Acting in loco parentis for children registered within their school system
ii) Serving as the employer of the person who is the alleged abuser. It is the employers
determination whether the accused employee shall be relieved of duties or re-assigned
during an investigation. The CAS may advise the employer in this regard.
Where a situation involving a staff person is reported to the CAS or the police, and they decide not to
pursue the matter, the matter shall be reviewed by the appropriate Superintendent of Education in order
to establish whether further action is warranted.
The Superintendent of Education will be responsible for ensuring that an internal investigation of
circumstances is conducted. The investigation shall be coordinated in consultation with the investigating
CAS and the police.

It is clear, according to legal precedents set down in labour arbitration cases, that the employer does
have the right to suspend or terminate employment, without awaiting for the outcome of criminal charges
and independent of the results of such criminal proceedings. In this case, the standard of proof is
reasonable probability.
SECTION 3: STUDENTS

When the allegation is unfounded, the employee has a right for continued employment. Placement will be
determined by the Board, in consultation with employee.

The principal of the school shall advise the child and family that support and counselling can be facilitated
by the school Social Worker/Child and Youth Worker.

FREQUENTLY ASKED QUESTIONS

See Appendix E.

COMMUNITY RESOURCES

See Appendix F.

ONGOING IMPLEMENTATION

The Administrative Procedures will be reviewed by the Superintendent of Education, responsible for
Special Education, on an annual basis to ensure compliance with the Child and Family Services Act.

Principals will review with school staff on an annual basis the legal requirements and administrative
procedures for reporting suspected child abuse. School staff includes teachers, educational assistants,
school secretaries, custodians, volunteers, noon-hour supervisors and any other person regularly present
in the school.
SECTION 3: STUDENTS

APPENDIX A

DEFINITIONS AND INDICATORS OF ABUSE

Taken from:
a) Abuse: A Handbook for Early Childhood Education
b) Child Abuse Handbook for Social Workers in Ontario
c) Child Abuse, Neglect, and Deprivation: A Handbook for Ontario Nurses

Child abuse can be subdivided into four categories:
(i) Physical Abuse, (ii) Sexual Abuse
(iii) Emotional Abuse, and (iv) Neglect

PHYSICAL ABUSE

Physical abuse consists of any non-accidental form of injury or harm inflicted on a child. This includes but
is not necessarily restricted to physical beating, corporal punishment that causes bruises or leads to an
injury that requires medical treatment; wounding, burning, kicking, shaking or throwing the child; use of a
closed fist or instrument on a child, poisoning or drugging the child and related assaults causing visible or
not visible physical harm. Abusive malnutrition is a deliberate withholding of sufficient nourishment from a
child.

Physical Indicators Behavioural Indicators
Unexplained bruises and welts, especially
those:
On the face, back, buttocks, thighs
In stages of simultaneous healing
In the shape of an instrument such as belt,
hairbrush, etc.
Appearing after the childs absence, weekend,
vacation
Unexplained burns:
Cigarette burns (hands, feet, back, buttocks)
Immersion burns (sock-like or glove-like in
shape)
Burns patterned like electric burner (arms,
legs, torso)
Rope burns (arms, legs, torso)
Unexplained fractures, especially:
To skull or facial structure
In stages of multiple healing
Multiple of spiral fractures
Inappropriate dress, especially long sleeved
clothing in hot weather (parent/guardian may
be concealing marks)
Reports of injury by parents
Extreme wariness of parents
Extreme wariness of adults in general
Wariness of physical contact, especially when
initiated by an adult
Resistance to being touched
Extreme watchfulness, sometimes described as
frozen watchfulness
Apprehension when other children cry
Fear of going home
Unexplained prolonged absence (parent/guardian
may keep child at home while injury heals)
Denial that bruises exist
Extreme range of behaviour
e.g., extreme withdrawal extreme
aggressiveness
extreme fearfulness extreme fearlessness
extreme attention-seekingextreme attention
avoidance
extreme crying no expectation of comfort

SECTION 3: STUDENTS


SEXUAL ABUSE

Sexual abuse is the use of a child for the sexual or erotic gratification of a caregiver or other person,
performed with or without resistance on the part of the child and with or without accompanying physical
abuse. Sexual abuse can range from a parent/caregiver permitting or exposing a child to sexual acts
such as prostitution, to actual molestation; including exposure, fondling or masturbation and intercourse;
including incest and rape. It also includes exploitation of children for pornographic purposes, including
posing children for photographs which are sexual or erotic in content. Most sexual misuse of children
occurs at home with persons known to the child.

difficulty in walking or sitting
torn, stained or bloody underwear
pain or itching in genital area
bruises or bleeding in genital, vaginal, or
anal areas
venereal diseases, especially in pre-
teens
pregnancy
fear of male parent/guardian; fear of all males
wariness of physical contact, especially when initiated
by an adult
fear of the night, the dark
sophisticated or bizarre sexual behaviour or knowledge
seductive behaviour for approval
unwillingness to change for physical education, or to
participate in active sports or games
reports sexual contact with parent or guardian

EMOTIONAL ABUSE

Emotional abuse includes ignoring or passively rejecting the child, overtly disowning of a child,
scapegoating, criticizing and often, making excessive or unreasonable demands of performance and
competence for a childs age and ability. Severe verbal abuse, threatening, constant yelling, berating and
withholding of comfort from an upset or distraught child, are included in emotional maltreatment of a child.
Psychological terrorism is present in some cases (for example, locking a child in a dark cellar or threat of
malnutrition). When a childs future psychological development is at risk because of a caregivers actions
or failure to act, this is child abuse.

bed wetting that is non-medical in origin
frequent psychosomatic complaints,
headaches, nausea, abdominal pains
child fails to thrive
developmental lags: physical, mental or emotional
habit disorders: sucking, biting, rocking, etc.
conduct disorders: antisocial and destructive
behaviour
speech disorder, sleep disorders, inhibition of play
extreme passivity/extreme aggressiveness
extreme infantile behaviour
extreme adult behaviour: appearing to take over and
care for parents
hysteria, obsession, phobias, hypochondria
extreme depression, attempted suicide

SECTION 3: STUDENTS

NEGLECT

Child abuse covers acts of omission, on the part of the parent/caregiver: failure to provide for a childs
basic needs and appropriate level of care with respect to food, clothing, shelter, sleep, health hygiene,
safety and education. This includes the failure to provide adequate supervision, anticipatory prevention of
injury and medical attention. Emotional neglect refers to the failure to provide adequate psychological
nurturance necessary for a childs growth and development.

consistent hunger, malnutrition, underweight,
dehydration
poor hygiene, dirtiness, lice, skin disorders
associated with improper hygiene
inappropriate dress, exposure symptoms, e.g.
sunburn, frostbite, recurrent colds, pneumonia
consistent fatigue, listlessness
unattended health problems
inadequate supervision, child left in the care of
another child too young to protect his/her
abandonment
begging, stealing food
theft in general
verbal evidence that there is no caregiver, no
one at home, arriving early, staying late at
school
falling asleep in class
delinquency, drugs, or alcohol

SECTION 3: STUDENTS


APPENDIX B

SUGGESTIONS FOR KEEPING A DOCUMENTATION DIARY

1. Write it down when you see it; dont rely on memory.
2. Stick to facts and first hand experiences.
3. Dates are essential. Noting the day and time reinforces your point.
4. Watch for patterns: e.g., behaviour and attendance on Mondays and Fridays.
5. State direct quotes where possible.

SAMPLE DIARY

DATE TIME OBSERVATIONS
Thursday,
September 21, 2000
9:30 a.m. Melissa arrived late second time this week
Monday,
September 25, 2000
9:25 a.m. Late again, with no explanation. Could not find out reason.
Thursday,
September 28, 2000
4:10 p.m. Melissa stayed late helping me.
-Said she did not need to call her mother to tell her.
-Said mom doesnt care.
Tuesday,
October 3, 2000
6:15 p.m. Returned to school early for Parent Meeting.
-found Melissa in school yard.
-When I asked, Have you had dinner? she replied I
havent been home yet!

SECTION 3: STUDENTS

APPENDIX C

WHAT INFORMATION IS REQUIRED BY THE CAS?

All employees referring alleged cases of child abuse are required to follow up their initial oral report to the
Childrens Aid Society (CAS) worker with a written referral.

1. Oral Report Should Include:

Childs name, age, sex, address, and phone number.
Family names, addresses and phone numbers
Nature of suspected abuse with documented information you have and indicators of abuse.
Present whereabouts of the child in question.
Information about other children in the family, including their names, ages, and addresses.
Your opinion as to the urgency of the situation in terms of the childs safety.
Whether the childs parents are aware of the report.
Your name, employment address and phone number, and your duties which led to the concern
expressed.
When and where you can be reached for further discussion if needed.
Names, addresses, and telephone numbers of other possible witnesses of persons having
relevant information such as physician, dentist, teacher, educational assistant, support staff,
public health nurse, social worker, child and youth worker, police, probation officer, day care staff,
clergy, chaplain, counsellor, recreation worker, neighbour, relative or family member.

2. Written Referral:

See Appendix D for written report form Report of a Suspicion of a Child in Need of Protection.
SECTION 3: STUDENTS

APPENDIX D

REPORT OF A SUSPICION OF A CHILD IN NEED OF PROTECTION

SCHOOL NAME:
STUDENTS NAME: D.O.B.: GRADE:
ADDRESS:
PHONE:
PARENT(S)/GUARDIAN(S):

Mother/Father/Guardian Name Phone: Home/Work

Mother/Father/Guardian Name Phone: Home/Work

Emergency Contact Name Phone: Home/Work

1. Nature of Alleged Incident
Physical Emotional Sexual Neglect
Comments:

2. Alleged Incident Reported to Childrens Aid Society by:

NAME: POSITION:
DATE: TIME:

3. Childrens Aid Society Contact Person:

NAME: POSITION:
PHONE:

4. Immediate Action or Response by Childrens Aid Society and/or School Officials:

5. Report Completed by:
SIGNATURE: DATE:
PRINCIPAL: DATE:
cc: Principals File
SECTION 3: STUDENTS

APPENDIX E
FREQUENTLY ASKED QUESTIONS

1. How do I know what to report?
Your responsibility is to report reasonable suspicions of child abuse, not clear-cut evidence. You will
not always have this evidence, but your close contact with children will sometimes lead you to believe
or to be suspicious that something is happening to the child that could be abusive.
2. What if a superior disagrees?
If a superior disagrees with your suspicions and decision to report, it is still your responsibility to
report to CAS. The reporting protocol of the Board does not prohibit you from reporting directly. Your
School Boards policy supports your responsibility to report directly to the CAS
3. What happens if I do not report?
If you do not report your suspicions, the child could possibly remain in an abusive situation and, if you
are a professional or school official, you could be liable for a $1,000 fine and/or one year in jail.
4. What happens if I report a case and it turns out that it is not abuse?
There are no consequences to legitimate reporting and you are protected in this if your suspicions are
based on reasonable evidence. A CAS worker will help you with your suspicions and will not proceed
with an investigation unless they feel that it is legitimate. It is not your responsibility to determine that
child abuse has occurred; that is the responsibility of the police and the Childrens Aid Society.
5. Does the CAS have the right to interview a child in school without the parents knowledge or
permission?
Absolutely, yes. It is the part of the investigative process. Interviews always begin with the victim,
witnesses, and the offending adults are always interviewed last. During school hours the child is in
the care of the school and is in a place of safety.
6. What do I do if a child says, if I tell you something, will you promise not to tell anyone else?
Sometimes we make deals with children that are inappropriate. All children must know that we
respect their confidence, however, there are times when things must be reported. There are some
deals you cannot make with children.
7. What happens after a report is made to the Childrens Aid Society?
The Childrens Aid Society will contact the referral source and attempt to clarify the information being
reported. The information may be shared with the police for a joint investigation. The role of the CAS
is to determine child safety while the role of the police is to investigate any criminal acts. The CAS
role will be to help the family alleviate any pain or harm they are suffering and to help develop a plan
to solve problems that they may be experiencing.
8. Why report? Isnt the treatment often worse than the disease?
Initially, reporting brings on many crises for families and for children and the situation often gets
worse at the beginning. If a child is subjected to a criminal trial where an offender pleads not guilty,
this also can be very traumatic. The real damage, however, is done over years to the childs integrity
SECTION 3: STUDENTS

and, if not stopped, would produce an unproductive, unhappy, unhealthy, adult. With therapeutic
intervention and help for these children, they can lead normal lives after the crisis of disclosure.
9. What will happen to my relationship with the family if I report?
What is your relationship with the family now? Who are you trying to protect, and who is protecting
the child? Who is your main concern? Obviously, the child has to be your main concern and
protection for the child can only come from concerned adults such as yourself.
10. Isnt the growing publicity about child sexual abuse adversely affecting our normal adult-child
relationships?
Absolutely not. Based on the increased number of child abuse reports, we may conclude that
increased public awareness is having a dramatic impact for which the long term outcomes can only
enhance the development of children. Abuse has been ongoing for centuries. Too often, adults have
misused our young with no consequences. Improved adult-child relationships must be the norm,
even though the high incidence of reported abuse indicates otherwise. In our society, it would be
prudent to view children as vulnerable.
11. As a teacher, what if I suspect a colleague of abuse?
The CFSA takes precedence over other legislation including the Teaching Profession Act (TPA) and
its regulations. Regulation 18(1)(b) states that teachers must furnish a member with a copy in writing
of an adverse report. In all cases where teachers report their suspicions of abuse of a child by a
member of the Ontario Teachers Federation, they are advised to contact the provincial or local
OECTA office for advice and direction in regard to compliance to 18(1)(b) as well as other issues. No
teacher should advise his or her colleague of the report to the CAS before obtaining this advice.
12. How can the school be of help to an abused child?
This is an extremely important concept for professional educators to understand. Child abuse is a
betrayal of trust. In the long run, if not detected, it is very harmful to children. It deals with distorted
relationships and the real harm done to children is that they form relationships that are diminished
and distrustful, often leading to dysfunctional adult lifestyles. The schools role is to:
believe the child when he/she reports abuse;
support the child through the process by being a friend and showing that you care;
get them help that they need to resolve their crisis;
stand by them during their time of crisis;
be aware of their emotional needs at this time.
SECTION 3: STUDENTS

APPENDIX F
COMMUNITY RESOURCES

RESOURCE AGENCIES FOR THE
PROTECTION OF CHILDREN:
RESOURCE AGENCIES FOR THE
TREATMENT OF CHILDREN:
Sarnia-Lambton Childrens Aid Society
161 Kendall Street
Point Edward, Ontario N7V 4G6
336-0623 Fax: 336-7541
Chatham-Kent Childrens Services
435 Grand Avenue West, P.O. Box 157
Chatham, Ontario N7M 5K3
352-0440 Fax: 352-4152
Sarnia Police
555 N. Christina Street
Sarnia, Ontario N7T 7X6
344-8861
Ontario Provincial Police
4218 Oil Heritage Road
Petrolia, Ontario N0N 1H0
882-1011
Chatham-Kent Police
P.O. Box 366
Chatham, Ontario N7M 5K5
352-1234
Ontario Provincial Police
535 Park Avenue East
Chatham Ontario N7M 1X1
352-1122
Family Counselling Centre
1086 Modeland Road
Sarnia, Ontario N7T 7H2
336-0120
St. Clair Child and Youth Services
129 Kendall Street
Point Edward, Ontario N7V 4G6
337-3701
Kent Family Services
750 Richmond Street
Chatham, Ontario N7M 5J 5
354-6221
Chatham-Kent Integrated Childrens Services
Pearson Campus
639 Grand Avenue West, Suite #435
Chatham, Ontario N7L 1C5
351-2000
Chatham-Kent Integrated Childrens Services
Heritage Campus
425 McNaughton Avenue West
Chatham, Ontario N7L 4K4
351-8454

3 13 Child Abuse and Neglect

Uploaded by

Copyright:

Available Formats

3 13 Child Abuse and Neglect

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3 13 Child Abuse and Neglect

Uploaded by

Copyright:

Available Formats

ST.

CLAIR CATHOLIC DISTRICT SCHOOL BOARD

You might also like