Downloadable Resources

All caregivers have a responsibility to protect and care for children. First responders are heroes (who don’t wear capes) and are able to reach out with their insights and skills to provide comfort and to help soothe the child’s pain and confusion. First responders may include community workers or leaders, nurses, child and youth care workers, teachers, social workers, paramedics and police officers. This guide is divided into sections. It talks about the need to care for yourself so you can care for others. It discusses trauma – what it is, how it affects us and children – and provides information about how trauma affects children in various stages of development. The guide shares information on Psychological First Aid (PFA) for children. It tells you what needs to be reported and to whom. As a bonus, there is a short section about personal reflections and a list of resources about PFA you might find interesting.

INSPIRE, is a global framework of seven interlinked and mutually reinforcing strategies for a holistic, evidence-supported, multi-sectoral commitment to ensuring that children can achieve their full potential free from violence. The acronym focuses on implementation and enforcement of laws, norms and values, safe environment, parent and care giver support, income and economic strengthening, response and support services and education and life skills as a viable and sustainable approaches to ending violence against children. The tool was assembled through collaborative efforts of up to 10 global agencies including World Health Organization, Centre for Disease Control and Prevention, The Global Partnership to End Violence Against Children, Pan American Health Organization, PEPFAR, and Together for Girls, UNICEF, USAID, The World Bank, and United Nations Office on Drugs and Crime -UNDOC. The National Association of Social Workers of Uganda (NASWU) in recognition that social workers are the frontline workforce in matters of violence Against Children, has trained and equipped her executive and management team with knowledge on INSPIRE package and its contextual application in social work practice settings.

We are Safe – The development of Child Abuse Prevention Program in Lithuania

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Implications of a Review of the Internet Child Exploitation (ICE) – Counselling Program in Ontario, Canada

• A constructivist grounded theory study aimed to explore adverse experiences among students who are disciplinarily excluded in Ontario, Canada. • This is a unique population not typically captured in traditional surveys, yet their insight is invaluable to understand the impact of violence and adversity on academic and justice system trajectories.

Objective Since suicidality risk factors in adolescents and young people have been identified primarily in HIC, these risk factors mainly encompass mental health problems and ACEs, and few studies have reported these issues in LMIC. Therefore, this study aims to determine the relationship between symptoms of mental health problems and ACEs with suicidal behavior in Mexican adolescents.

Teachers are at an elevated risk of developing Secondary Traumatic Stress (STS) and Compassion Fatigue (CF) due to the increased number of Children experiencing trauma and abuse in their care.

This quasi-experimental study examined the effect of recent IPV victimisation on emotionally abusive and harsh parenting practices among community mothers living in Poland. According to the spillover hypothesis, negativity in one family subsystem (e.g., the relationship between partners) can “spill over” into other family subsystems (e.g., the parent-child relationship) [2]. § The spillover effect has been largely studied in relation to IPV perpetration. However, a recent review of research has suggested that IPV victimisation can lead to abusive parenting practices and a reduction in positive parenting practices [3]. § However, most prior studies in the area were conducted in the United States, focused on lower socioeconomic populations, and used poorly matched controls

Undergoing criminal proceedings is always a stressful experience, especially for children (Sempere, 2020). Factors such as the judicial environment, potential contact with the perpetrator, the obligation to respond to questioning, and a general lack of knowledge regarding the legal system can generate anxiety and discomfort in children involved in any judicial process (Quas & Goodman, 2012). Furthermore, this negative emotional state can alter memory and, as a result, impact the quality of testimony (Thoman, 2013), thus exerting negative effects on the judicial process. In order to reduce this impact, some authors highlight the importance of developing preparatory interventions to facilitate children’s and adolescents’ understanding of the legal environment (Quas et al., 2009). Several guides have been written with guidelines and recommendations for professionals and caregivers (see the guidelines for caring for victims of child sexual abuse during the judicial process by Echeburúa & Subijana, 2008). However, resources for children and adolescents themselves are limited. In Spain, these resources are even scarcer, and the ones that do exist are poorly adapted to the needs of minor victims involved in criminal proceedings. That is why our aim was to develop a resource that assists professionals in preparing children who are required to face criminal proceedings. As a result, we have created a storybook to help children who have experienced abuse or violence understand the judicial process and become familiar with its key participants.