FORM A CHAIN TO SAFEGUARD CHILDREN
FORM A CHAIN TO SAFEGUARD CHILDREN Successful multi-agency working to safeguard children: a European guide and blended training among law enforcement officers & key agencies REPORT RESEARCH VISIT Madrid, Spain th 26 – 29th of January 2015 Participants Name Authority Function E-mail Dries Wyckmans Province of Project [email protected] Limburg – Police coordinator & Security Sabrina Reggers Province of Assistant- project Limburg – Equal coordinator [email protected] Opportunities Ingrid Confidential Delameillieure Centre for Child Child psychologist ingrid.delameillieure@vklimbur g.be Abuse & Neglect Anke Van Thomas More Vossole University Senior researcher anke.vanvossole@thomasmore .be College Johan Neijens Center for Relief point General Welfare domestic violence [email protected] Limburg Andy Veltjen University Reseacher- College Leuven- designer [email protected] Limburg Pascale Franck Dries Palmaers Province of Expert domestic [email protected] Antwerp violence approach nt.be University Reseacher- [email protected] College Leuven- designer Limburg Name Authority Function E-mail Sotiris CARDET Assistant Director [email protected] Themistokleous Name Authority Function E-mail Marta Nobody's Children Expert [email protected] Skierkowska Foundation Maria Keller- Nobody's Children Vice-president [email protected] Hamela Foundation Name Authority Function E-mail Gábor Veisz Victim Support Head of unit [email protected] Trainer [email protected] Service Katalin Stáhly Victim Support Service v.hu Name Authority Function E-mail Astrid Diez Spanish National Inspector [email protected] Suarez Police Corps Federico Millan Spanish National Expert [email protected] Maricalva Police Corps Name Authority Function E-mail Remco de Jong Keten&Co Chain advisor [email protected] Name Authority Function E-mail Giovanna Allegri Ministry of Justice - Expert [email protected] Trainer [email protected] Juvenile Justice Department Francesca Ministry of Justice - Merlini Juvenile Justice Department Name Authority Function E-mail Agnese Center Against Expert agnese.sladzevska@centrsd Sladzevska Abuse “Dardedze” Laila Balode Center Against ardedze.lv Expert Abuse “Dardedze” Laila.balode@centrsdardedz e.lv Name Authority Function E-mail Ieva Daniūnaitė Children support Expert [email protected] Expert [email protected] centre Ausra Kuriene Children support centre Agenda lokalebesturen.limburg.be Form A Chain To Safeguard Children (FACTSC) Coordination Meeting Madrid January 26-29, 2015 Dries Wyckmans & Sabrina Reggers – project coordinators - Province of Limburg With the financial support of the Prevention of and Fight against Crime Programme European Commission - Directorate-General Home Affairs lokalebesturen.limburg.be Tuesday, January 27 lokalebesturen.limburg.be Programme • 09.15: Welcome, introduction & state of affairs concerning the project deliverables (by Dries Wyckmans) • 10.00: Blended Learning Module 1 – Day 1 – A general picture of child abuse: ‘train the trainer’ session (part 1) (by Sabrina Reggers & Andy Veltjen) • 10.45: Coffee break • 11.15: Blended Learning Module 1 – Day 1 – A general picture of child abuse: ‘train the trainer’ session (part 2) (by Sabrina Reggers) • 12.30: Lunch lokalebesturen.limburg.be Programme • 14.00: Blended Learning Module 1 – Day 2 – Specific manifestations of child abuse: explore the content by yourself • 15.00: Work shop: technical guidance, training opportunity and questions concerning the blended learning modules (by Andy Veltjen & Dries Palmaers) • 16.00: Free time lokalebesturen.limburg.be Wednesday, January 28 lokalebesturen.limburg.be Programme • • • • • • 09.15: Blended Learning Module 2 – Day 1 – Collaborating in a chain: ‘train the trainer’ session (part 1) (by Remco de Jong) 10.45: Coffee break 11.15: Blended Learning Module 2 – Day 1 – Collaborating in a chain: ‘train the trainer’ session (part 2) (by Remco de Jong) 12.30: Lunch 14.00: Blended Learning Module 2 – Day 1 – Collaborating in a chain: ‘train the trainer’ session (part 3) (by Remco de Jong) 15.30: Final conclusions (by Dries Wyckmans) • 16.00: Free time Welcome word & introduction European project & goals research visit Summary A European project on domestic violence and the safeguarding of children … In 2004 an innovative project on the subject domestic violence was initiated in the Belgian province of Limburg. Through this project, an inter- and multidisciplinary cooperation between police, justice and assistance has been developed. In 2007 the project won the Belgian Security and Crime Prevention Award and was a successful entry at the European Crime Prevention Award that year in Lisbon. In 2008 the Belgian Home Affairs Ministry decided to extend the project on the European level. To this end, contacts were made with European key partners through the European Crime Prevention Network (EUCPN). In 2009 the project ‘Form a chain, break the circle’ was awarded a grant by the Commission (ISEC-programme) and initiated by the Province of Limburg. This project – that was carried out between July 2010 and September 2012 - aimed primarily at developing, promoting and implementing a European scenario and training programme, according to the optimization of the inter- and multidisciplinary approach to domestic violence in different European Member States. The project was successfully completed with a final seminar in Hasselt (BE) in September 2012. Later that year, after an intensive project preparation period, the Belgian Home Affairs Ministry introduced a second project proposal to the European Commission, Directorate-General Justice, Freedom and Security, within the Programme “Prevention of and Fight against Crime”. This project concerned the safeguarding of children, among others through multiagency collaboration. In spring 2013 this project was awarded a grant and in June 2013 the European project ‘Form A Chain To Safeguard Children’ was launched by the Province of Limburg. Form A Chain To Safeguard Children The present European project aims primarily to support a more effective European joint approach to safeguard children, by law enforcement officers and other agencies. The project focusses on the following 3 objectives: o To offer guidance on how to collaborate effectively to safeguard children, also on international level, by providing a conceptual framework for multi-agency collaboration and by translating that framework into practical information (based on literature study and findings from empirical research). o To offer training that will equip law enforcement officers with the knowledge and skills to work more effectively with those from other professions. The training also wants to equip them with a higher level of expertise about the various types of violence, exploitation and abuse. o To offer an online environment as a platform of practice and for information sharing and case management, in order to describe the results concerning the content and process and to enrich fragmented information. This project will make recommendations and offer guidance, in the form of an online guide, on how to form a successful professional (multi-agency) chain for children exposed to different forms of violence, exploitation and abuse. In such a chain it must be very clear for all relevant agencies and organizations how signaling, registration, screening, help and support, coordination and follow-up is regulated. This project wants to improve the joint response by turning that guide into a blended multiagency training for operational and managerial staff of law enforcement and other key agencies. The purpose is to achieve better outcomes by fostering: a higher understanding of child abuse (different forms, consequences, risk and protective factors,…), a shared understanding of the tasks, processes, principles, roles and responsibilities, more effective and integrated services at both the strategic and individual case level, improved communication and information sharing, effective working relationships, sound assessments and decision-making and learning from serious case reviews. The training program will offer a ‘stepping stone’ pathway, from an introductory training on a basic level to a fuller understanding on an advanced with concrete guidance to developing a successful multiagency approach. The training will be translated to the context and language of the 8 participating countries/regions, trainers will be trained and multi-agency training sessions will be organized, evaluated and analyzed. In addition, this project makes use of its own social media. During the training, participants will build and maintain an online European platform of practice (open source). With a chain computerization system (open source), collaborative processes can be mapped, joint operational casuistry can be handled and working arrangements can be secured. The system will help to facilitate cooperation by creating an overview of the work to be performed. Furthermore, all users will have access to the information of specific interest to them. At the same time a process chain to safeguard children will be designed and tested in a pilot region in the province of Limburg. The design of that chain approach will be based on the guide, while the participating agencies will receive the multi-agency training. That way the findings and training will be translated into practice, tested in the pilot and evaluated and analyzed afterwards. A first coordination meeting in Warsaw General conclusions o There was a consensus between the partners that the original texts firstly will be translated in English and then send to the partners for revision. After this revision, a final version will be drawn up by the authors of the different texts. Every country will then provide their own translators for the translation of the final texts of the book and the training to their own language. o There is consensus between the partners that the main target group for the book and the training should be law enforcement. The partners are aware that the term ‘law enforcement’ is a very general and broad concept, but the ICT-structure of the blended learning module offers an answer to the concern that it might be a too general and broad concept. Conclusions about the European guide o Module 1 There is consensus between the partners that there should be a lot of examples and case studies to clarify the theory in this module, which should be universal and recognizable for the readers from all the different countries. The module has to be written in such a manner that everyone can understand what the author is trying to explain (not a highbrow text). o Module 2 There is consensus between the partners that the author of module 2 is using CO3 Antwerp and LINK Limburg as examples to clarify some aspects of the theory of multi-agency collaboration, seeing that it is not his intention to be normative or to idealize these multi-agency collaborations. Also this module has to be written in such a manner that everyone can understand what the author is trying to explain (not a highbrow text). o Module 3 The project coordinators showed an overview of the answers on the questionnaire that was send to all the project partners in September. The project coordinator told the project partners that the answers on this questionnaire could be used for the article every project partner has to write for the book and they promised the project partners to send them a guiding framework for the writing of their article for module 3. Conclusions about the blended learning training o There is consensus between the partners about the ICT-structure and the concept of the blended learning modules. The overall suggestions for the training were: Make sure that there are enough examples and case studies in the training. Keep the main target group of the project in mind while writing the training and use examples and case studies they can relate with. Keep it simple! The meeting took place in the premises of the Nobody’s Children Foundation (Walecznych 59, 03- 926 Warsaw). A second coordination meeting in Rome The most important conclusions of the second coordination meeting in Rome were: o Every country thinks child abuse is a very serious problem. Every country has its own legislation and training program about this topic, even though this training isn’t always mandatory or it’s not always being evaluated. o In every country there are multi-agency collaborations, ranging from very loose cooperation to very intense forms of collaboration. o Every country also has its own challenges and we hope to give some answers to those challenges with this project. o There was consensus about the content of the book and the blended learning modules. The partners gave the project coordinators and the authors of the texts valuable tips and remarks that were taken into account when finalizing the texts for the book and the blended learning modules. The meeting took place in the premises of the hotel ‘Meliá Roma Aurelia Antica’ (Via Aldobrandeschi, 223, 00163 Roma, Italië). All the project partners were also staying in this hotel during the coordination meeting. A third coordination meeting in Madrid The coordination meeting When developing a European training programme on an inter- and multidisciplinary approach of domestic violence & the safeguarding of children, setting up an intensive exchange of information and work practices with an important number of European key actors is absolutely essential. It is also absolutely necessary to have an intensive exchange of information with an important number of the European key actors in order to come to an overall consensus about the content of the online guide and the blended learning modules. Within the framework of the actual European project, partnerships have been concluded with Hungary, The Netherlands, Spain, Poland, Italy, Lithuania, Latvia and Cyprus. All these partners were represented at the coordination meeting in Warsaw, except the partners from The Netherlands. The main goal of this coordination meeting was to show the European partners the developed blended learning modules and to guide them in how to use the blended learning modules as a trainer, a trainee or as a local administrator. For this purpose an extra person from every partner organization was invited, who will be acting as the trainer during the training days that will be hosted by all the European partners (except the Cypriot partner). The meeting took place in the premises of the hotel ‘INNSIDE Madrid Suecia’ (Marqués de Casa Riera 4, Madrid 28014, Spain). All the project partners were also staying in this hotel during the coordination meeting. The city of Madrid Madrid is the capital and largest city of Spain. The population of the city is almost 3,2 million and that of the Madrid metropolitan area, around 6,3 million. It is the third-largest city and its metropolitan area is the third-largest in the European Union. The city spans a total of 604,3 km². Madrid is one of Europe’s most vibrant cities. Life in Madrid is lived in the crowded streets and in the noisy cafés, where talking, toasting, and tapa-tasting last long into the night. Madrid’s other chief attraction is its unsurpassed collection of paintings by some of the world’s great artists, among them Goya, El Greco, Velázquez, Picasso, and Dalí. Nowhere else will you find such a concentration of masterpieces as in the three museums—the Prado, the Reina Sofía, and the Thyssen-Bornemisza—that make up Madrid’s so-called Golden Triangle of Art. Presentation on the project’s objectives, deliverables and timing, but also on the role and tasks of the project partners– by Dries Wyckmans (Province of Limburg) lokalebesturen.limburg.be Welcome / Introduction State of affairs lokalebesturen.limburg.be Project partners • • • • • • • • BE - Ingrid Delameillieure, child psychologist , Confidential Centre for Child Abuse & Neglect BE - Pascale Franck, expert, Province of Antwerp BE - Dries Palmaers, reseacher, Research Group Education & ICT, University College Leuven Limburg BE - Sabrina Reggers, assistant project coordinator, Province of Limburg BE - Anke Van Vossole, researcher, Research Group Prevention Of And Dealing With Violence, Thomas More University College BE - Andy Veltjen, reseacher-designer, Research Group Education & ICT, University College Leuven Limburg BE - Johan Neijens, cluster coordinator, Center for General Welfare Limburg BE - Dries Wyckmans, project coordinator, Province of Limburg lokalebesturen.limburg.be Project partners • • • • • • • • • • • • • • CY ES ES HU HU IT IT NL PL PL LT LT LV LV - Sotiris Themistokleous, assistant director, CARDET Astrid Diez Suárez, expert, National Police Federico Millan Maricalva, expert, National Police Gabor Veisz, head of unit, Victim Support Unit - Office of Public Administration & Justice Katalin Stáhly-Zsideg, trainer Giovanna Allegri, expert, Ministry of Justice - Juvenile Justice Department Francesca Merlini, trainer Remco de Jong, chain advisor, Keten&Co Maria Keller-Hamela, director, Nobody's Children Foundation Marta Skierkowska, psychologist, Nobody's Children Foundation Ieva Daniunaite, psychologist, Children Support Centre Ausra Kuriene, trainer Laila Balode, expert, Centre Dardedze Agnese Sladzevska, trainer lokalebesturen.limburg.be Project Objectives lokalebesturen.limburg.be Why this project? • Families, and especially children and young people are more likely to be safeguarded if professionals are structurally and regularly trained in: o having a better understanding of the violence & abuse o recognizing key signs o knowing how to respond o knowing how to successfully collaborate • BUT: “Whilst the need for training for all relevant professionals on VAW, VAC and SOV, and on victim rights in general, is recognized in most Member States, the results of this study suggest that this is not installed on a regular basis nor ensured for all who need it, but tends to be sporadic or offered on a voluntary basis” (EU study, 2011) o While there is lip service paid to the importance of collaboration, there seems to be little guidance and few training opportunities to make these complicated processes work o lokalebesturen.limburg.be Objectives • General objective: to support a more effective European joint approach to safeguard families and especially children by law enforcement officers and other agencies o To o To offer guidance on how to collaborate effectively to safeguard children offer training that will equip law enforcement officers and other agencies with the necessary knowledge and skills in order for them to better know how to respond and to collaborate more effectively with those from other professions o To offer an online environment as a platform of practice and for information sharing and case management, in order to enrich fragmented information lokalebesturen.limburg.be Target groups / Professionals lokalebesturen.limburg.be Target groups / professionals • Priority = law enforcement !!! o Police officers/investigators o Prosecutors o Judges “Judges and prosecutors are the least likely to receive training. It is a matter of concern that qualifications and expertise are weakest among the professional actors with the greatest powers” (EU study, 2011) The ISEC programme – prevention of and fight against crime - mainly (but not exclusively) focuses on law enforcement officers as a target group Because of the ICT-structure it is possible to customize the blended training to the needs of the specific law enforcement group in a specific country. Partners can do this by adding extra content in their national ‘added local content’, for instance on legislation, interventions, protocols, … lokalebesturen.limburg.be Target groups / professionals • But also: o (Child protection) social workers o (Child) psychologists o Healthcare professionals o Nursery workers and school teachers o Public officials o Professionals on a policy and strategic level Training on violence & abuse on a basic or advanced level Understanding of the perspective and approach of other professionals Training on how to successfully collaborate lokalebesturen.limburg.be Deliverables lokalebesturen.limburg.be Deliverables 1 – Blended training: European blended training for law officers & other key agencies about successful multiagency working to safeguard children (tested in 8 Member States, translated in 11 languages EN, FR, DE, NL, ES, HU, IT, PL, GR, LT, LV) 2 – Book: European guide with conceptual and practical information, a step-by-step plan and examples of good practice about successful multi-agency working to safeguard children (in11 languages) 3 – Recommendations: European recommendations specific to multi-agency working on safeguarding children 4 – Module: User-friendly module for online information sharing (open source) 5 – Platform: European online platform of practice (open source) 6 – Website: Interactive project website 7 – Training report: Evaluation report of the training sessions 8 – Pilot report: Evaluation report of the Limburg pilot 9 – Campaign: European promotional campaign 10 – Status reports: Reports of the coordination meeting and closing seminar 11 – Final report: Final project report with a summary (in 11 languages) lokalebesturen.limburg.be Timing lokalebesturen.limburg.be Phases Phase 1. Preparation and gathering of information: June 2013 – November 2013 Phase 2. Writing and building: December 2013 – June 2014 Phase 3. Translation and delivery: July 2014 – December 2014 Phase 4. Training, evaluation and dissemination: January 2015 – July 2015 lokalebesturen.limburg.be Phase 1. Preparation and gathering of information lokalebesturen.limburg.be Phase 2. Writing and building lokalebesturen.limburg.be Phase 3. Translation and delivery lokalebesturen.limburg.be Phase 4. Training, evaluation and dissemination lokalebesturen.limburg.be Role & tasks EU-partners in phase 4 • Coordinating and giving the training, by using the blended learning module: a 2,5-day training will have to be given to a local or regional multi-agency group of maximum 15 people -> between March & middle of April 2015 • Assessing the training: the local or regional training will have to be evaluated > evaluation module available -> between March & middle of April 2015 • Participating with a delegation of 3 people in a 3-day European seminar in Hasselt, Belgium (27-29 May 2015); each delegation will give a short presentation about their approach of child abuse, ambitions in working together, what added value have they derived from this project… -> please inform us asap on the names of your 3 delegates! lokalebesturen.limburg.be Programme final seminar lokalebesturen.limburg.be Wednesday, May 27 • Noon/afternoon: Arrival • 18.00: Welcome reception & brief introduction at the residence of Governor Herman Reynders • 19.45: Dinner (at the Holiday Inn or Raddison Blu Hotel) lokalebesturen.limburg.be Thursday, May 28 • 09.00: Registration • 09.30: Welcome by the Limburg governor Herman Reynders • 09.40: Opening remarks on the importance of collaboration in tackling child abuse and domestic violence by Jan Jambon, Belgian minister of Home Affairs • 09.50: Presentation concerning child abuse by Prof. Dr. Peter Adriaenssens, child psychiatrist at the clinic for child psychiatry in UZ Gasthuisberg, director of the Confidentiality Centre Flemish Brabant lokalebesturen.limburg.be Thursday, May 28 • 09.00: Presentation concerning a multi-agency approach in tackling domestic violence and child abuse by Pascale Franck, project manager CO3 Antwerp & Matthieu Goedhart, director of the Mutsaers Foundation • 10.40: Presentation of the project deliverables & launch of the project website by Dries Wyckmans, coordinator of the ‘Form a Chain to Safeguard children’ project • 11.00: Coffee break lokalebesturen.limburg.be Thursday, May 28 • 11.30: Workshop Workshop 1: Blended learning module ‘Samenwerken in een keten’ (NL) door Remco de Jong, Pascale Franck & Dries Wyckmans or • Workshop 2: Blended learning module ‘Kindermishandeling / child abuse’ (NL & EN) door/by Sabrina Reggers, Ingrid Delameillieure, Anke Van Vossole, Isabelle Dirikx & Johan Neijens • • 12.15: Lunch lokalebesturen.limburg.be Thursday, May 28 • 13.30: Workshop Workshop 1: Blended learning module ‘Collaborating in a chain’ (EN) door Remco de Jong, Pascale Franck & Dries Wyckmans or • Workshop 2: Blended learning module ‘Kindermishandeling’ (NL) door Sabrina Reggers, Ingrid Delameillieure, Anke Van Vossole, Isabelle Dirikx & Johan Neijens • • 14.15: Coffee break lokalebesturen.limburg.be Thursday, May 28 • 14.30: 6 EU-partners: approach of child abuse, ambitions in working together, what added value have they derived from this project… by ES, HU, IT, LT, LV, PL • 15.30: Highlights & recommendations by Limburg representatives Frank Smeets & Ludwig Vandenhove • 15.45: Closing by Philip Willekens, Director General - Directorate General for Security and Prevention, Federal Public Service Home Affairs • Evening programme lokalebesturen.limburg.be Supporting documents lokalebesturen.limburg.be Supporting documents • Concerning content: o an article of 3 to 5 A4 pages for the project book (writing and building phase) o an evaluation of the 2,5 day training, using the evaluation format in the blended training • Concerning travel: the boarding passes of all flights • Concerning other expenses: a copy of the invoices/receipts lokalebesturen.limburg.be Supporting documents • Concerning staff costs: o o o o o o • a copy of the employment contract for the project staff member indicating duties, working hours, employment status and salary timesheets for the project staff member, indicating working hours and activity/tasks performed for the ISEC project, signed and dated by employee and employer; a template of this timesheet will be delivered by the project coordination a copy of the salary slips or payrolls of each project staff member for each month worked on the ISEC project a copy of the documents proving amounts of employers' tax and social contributions paid in addition to the gross salary of each project staff member a proof of payment through a bank account of the salaries, the tax and social contributions paid for each project staff member a copy of the letter of assignment stating the name, function, daily rate, working hours and tasks of the permanent employee seconded to the ISEC project, as well as the name and function of the person newly employed to replace the seconded person for his/her regular duties These supporting documents must be submitted before June 15, 2015 -> Sabrina will contact you during or after this coordination meeting lokalebesturen.limburg.be The book / guide lokalebesturen.limburg.be The book / guide • Feedback? • Translated versions in (end of) February lokalebesturen.limburg.be Blended learning modules lokalebesturen.limburg.be Blended learning modules lokalebesturen.limburg.be Blended learning modules • Choose a combination of building blocks to create the perfect training for your local users! • For example: o Police officers on operational level = A + E or A + C + E o Child protection social workers on operational level = B + C + E o Child protection social workers on tactical level = B + D + E o Policy makers on strategic level = A + D + E Remarks and questions: Agreement on the reimbursement of the receipts of the coordination meeting: o The project coordinators asked the partners to keep all their receipts together and to send them in, together with the boarding passes, after the Madrid meeting. It was more practical for the project coordinators to reimburse the partners the full amount by bank transfer, than to reimburse an amount by cash and after the meeting an amount by bank transfer. There was a question about the 750 euros the partners can spend for the training in their own country: o How can we spend the 750 euros? Answer from the project coordinators: Every partner can use the 750 euro for the practical arrangement of the training they will host in their country. They can use it for catering, to print out some documents, to pay for the transportation of the trainer, etc. The project coordinators emphasized that the money can only be used to pay for organizing the training, but not to pay the teacher! There were a few remarks/questions about the book: o Can we still send in our remarks about the book? Answer from the project coordinators: Off course it is possible to send in remarks about the book. The project coordinators will review these remarks and discuss them with the authors. It is not possible to change whole sections of the book, but off course it is still possible to make some changes. The project coordinators ask the project partners to send the remarks/question in before the end of February. o At the moment most of the names in the book and the blended learning modules are universal names. Is it possible to change them, to make them sound more natural to the readers/trainees? For instance, Polish names for the Polish version, Spanish names for the Spanish version,… Answer from the project coordinators: Every partner has to do the proofreading of the translated texts of the book and of the training. If the partner thinks that it would be advisable to change the names to more natural sounding names in his/her language, then he/she can do so. o At the moment there are some quotes in the book. There is a concern that the readers of the book will find these quotes a bit too ‘Belgian’. Conclusion: The project coordinators will send the translated texts of the book and the training to the partners and ask them to do the proofreading and/or make some changes in their own language before a certain deadline (final deadline will be communicated by e-mail). After this the texts of the book will get their final lay-out, so that the document are ready to get printed. The project coordinators will be responsible for the final lay-out of the different language versions of the book. The project coordinators repeated to the partners that the book will not be printed in every language, but the partners can choose to print the book themselves (on their own budget). Presentation on the concept of blended learning and the blended learning modules – by Andy Veltjen (University College Leuven - Limburg) The goal of this presentation was to revise the concept of blended learning and the technical structure of the modules. It was also important that this presentation showed the partners how to log-in to the modules. To make sure everything ran smoothly, the project coordinators asked Andy Veltjen and Dries Palmaers to already register the partners as trainees before the coordination meeting. As a result, the partners received a document stating their usernames and passwords (see annex 1: ‘Users Madrid Workshop 2015 Trainee’), which they had to use to log-in. Train-the-trainer-session – Module 1 : Child Abuse – by Sabrina Reggers (Province of Limburg) There were several goals for this train-the-trainer-session. The project coordinators wanted to show the partners the developed content of the module on child abuse and the variety of exercises that were developed. It was also important for the project coordinators that the partners experienced what it’s like for trainees of the blended learning modules, but also what the possibilities are for the trainer when working with the modules. The train-the-trainer-session was organized as follows: Different roles o Sabrina Reggers acted as the trainer for this session o Andy Veltjen and Dries Palmaers were available for technical support o All the partners acted as trainees Content o Difference between ‘M1: A general picture of child abuse – Course Day 1’ and ‘M2: Specific manifestations of child abuse – Course Day 2’ o How to navigate the modules o Content of Course day 1 Introduction: Is this child abuse – Video Clip 1 and 2 The trainer asked the trainees to watch the video clip and then to answer the question ‘Indicate the extent to which you consider child abuse to be involved’, ranging from 1 (very little) to 5 (a lot). Figure 1: Screenshot of the exercise (Is this child abuse - video clip 1) The trainer waited until the trainees answered the question and then showed the results, plus the option of locking or unlocking the results for the group. Figure 2: Screenshot of the results of the exercise (Is this child abuse - video clip 1) The trainer then showed the trainees that there is a read-me section for the trainer, which holds extra information/extra questions which the trainer can use for his/her group discussions. Figure 3: Screenshot of the ‘Read me’-section of the exercise (Is this child abuse - video clip 1) Physical child abuse: visibility task The trainer asked the trainees to look at the pictures and then to answer the question ‘Indicate whether you can tell straight away if physical child abuse was involved or not.’ Figure 4: Screenshot of the exercise (Visibility – task) The trainer then showed the results and told (+showed) the trainees the theory that was behind this exercise. Figure 5: Screenshot of the theory (Visibily - theory) Emotional child abuse: Children exposed to intimate partner violence - Forms of exposure The trainer first explained what is meant with ‘Children exposed to intimate partner violence’. She then told the trainees that when you ask someone for an example of being exposed, most of the time you get the answer: “The child saw the violence”. This exercise wants to make the trainees aware that there are multiple forms of being exposed to intimate partner violence by making them link the different parts of the table. Figure 6: Screenshot of possible answers (Emotional abuse – Children exposed to intimate partner violence - Forms of exposure) The trainer showed the trainees the results they could get from this exercise. Figure 7: Screenshot of the results (Emotional abuse – Children exposed to intimate partner violence - Forms of exposure) The trainer also showed the trainees that the trainer could use the ‘Read me’-section to check the right answers and that there are also examples given of every form of exposure. Figure 8: Screenshot of the 'Read me'- section (Emotional abuse – Children exposed to intimate partner violence - Forms of exposure) Neglect: 4.1 Physical neglect – Definition – Theory – Task The trainer told the partners that when they are the trainer they can start by asking the trainees to give their definition of the term ‘physical neglect’ and to give examples of this form of abuse. To speed things up, the trainer explained that she would not ask the trainees these question during this train-the-trainer-session and that she would only show the corresponding slides. Figure 9: Screenshot of the slide on the definition of physical neglect Figure 10: Screenshot of the slide on the different types of physical neglect The trainer explained that it’s important to talk about the definition and the different forms of physical neglect, because the trainees will need this information for the exercise that can be found on the slide 4.1.2 Types – Task. Figure 11: Screenshot of the exercise on the different types of physical neglect The trainer again showed that the trainer can find possible solutions for the exercise in the ‘Read me’-section of the Results-page. Figure 12: Screenshot of the 'Read me'-section of the exercise on the different types of physical neglect Sexual abuse : definition task + characteristics task/theory The trainer told the trainees that there were also a lot of case studies included in the blended learning modules. She showed the trainees the case study on child sexual abuse and the accompanying exercise, but explained that they wouldn’t be doing this exercise in the trainthe-trainer-session. Figure 13: Screenshot of an example of a case study in the blended learning modules (5.2 Characteristics - task (part 1)) Figure 14: Screenshot of an example of the accompanying exercise for a case study (5.2 Characteristics - task (part 1)) In my job – Handling child abuse The trainer emphasized that the this is one of the most important exercises of the whole blended learning module on child abuse. This exercise uses case studies to ask the trainees to share their (professional) experiences on child abuse and for them to formulate tips on how to deal with those types of situations. The trainer emphasizes that in perfect circumstances, you have a multidisciplinary group of trainees (police, justice department and social services) and that you mix up the trainees so that they form little multidisciplinary groups. This way they can explain their procedures to each other and they get an insight to the way the other organizations deal with situation of child abuse, which is very valuable information for every professional! The trainer asked the trainees to match up in groups of 3 and then assigned each group a case study. She told them that after reading the case study, they should discuss how their organization would handle such a case and then they should formulate some tips for other professionals to deal with such cases of child abuse. Figure 15: Screenshot of one of the case studies (6.2 Handling child abuse - case 4) Figure 16: Screenshot of tips that the trainees formulated (6.2 Handling child abuse - case 4) Test yourself The trainer explained that this part of the blended learning modules could be used as a final exercise, so that the trainees of course day 1 can test their knowledge on the content of day 1. She also explained that these exercise are also included in day 2 of the blended learning module on child abuse, but there it will be used as an introductory exercise. Figure 17: Screenshot of the statements of the 'Test Yourself'-part of course day 1 The trainer waited until the trainees answered the statements and then showed the results, plus the option of locking or unlocking the results for group. Figure 18: Screenshot of the results of the statements of the 'Test Yourself'-part of course day 1 o Content of Course Day 2 The project coordinators decided to let the partners browse through the module: ‘M2: Specific manifestations of child abuse – Course day 2’ themselves. The project coordinators, Dries Palmaers and Andy Veltjen were available the whole time to answer the questions one of the partners might have had. There was question about subtitling the videos of the training, which was addressed in the ‘Technical Guidance’- train-the-trainer-session. Train-the-trainer-session – Technical Guidance – by Dries Palmaers and Andy Veltjen (University College Leuven - Limburg) The goal of this presentation was to show the partners how to use the blended learning modules as a trainee, trainer or local administrator. Dries Palmaers and Andy Veltjen decided to do so by using the manuals they wrote (annex 2: ‘User Manual Form a Chain to Safeguard Children’ and annex 3: ‘Administrator manual Form a Chain to Safeguard Children’). They made sure that the following topics were covered: Using the blended learning modules as a trainer or trainee o How to create a new account o How to sign in and out with your account o The “My Profile” section (update personal details, change password) o The “My Groups” section (creating/deleting a group, assigning to and leaving a group) o The “My Course” section (navigating through the modules and slides, how to use the result slide, how to download the results of the exercises, how to open and close the ‘Read me’-section) Using the blended learning modules as a local administrator o How to sign in and out with the local administrator account o The “My Profile” section (update personal details, change password) o The “Manage Users” section (how to approve users of my organisation) There were some remarks about the fact that a new user has to be approved before he or she can enter the blended learning modules. The general idea was that it would be better if a new user is immediately approved. That way the local administrator doesn’t always have to check whether someone new registerred and the new user could immediately explore the modules. The project coordinators and Dries Palmaers and Andy Veltjen agreed with this remark. As a result they made sure that a newly registerred user is immediately approved to enter the blended learning modules, but they left the option open for the local administrator to approve/disapprove someones account at any time. o The “Course Editor” section (how to add, edit or remove modules/chapters/slides, how to add new media/questions to a slide, how to save a slide, how to add notes for the teacher in the ‘Read me’-section) How to add subtitles to the videos that are being used? o Dries Palmaers and Andy Veltjen explained that the partners will have to subtitle the videos themselves, because it’s not possible for them or the project coordinators to do so. The subtitles will have to be directly uploaded into the YouTube- channel (https://www.youtube.com/user/FACTSC). o Dries Palmaers and Andy Veltjen showed the partners how to add subtitles, by actually adding some ‘test’-subtitles to one of the videos. Figure 19: Screenshot of how to add subtitles to a YouTube-video The partners can find more information about adding subtitles to a YouTube-video on https://support.google.com/youtube/answer/2734796?hl=en-GB. They can also always contact the project coordinators or Dries Palmaers or Andy Veltjen about it. Train-the-trainer-session – Module 2 : Multi-agency collaboration – by Remco de Jong (Keten & Co) There were several goals for this train-the-trainer-session. The project coordinators wanted to show the partners the developed content of the module on child abuse and the variety of exercises that were developed. It was also important for the project coordinators that the partners experienced what it’s like for trainees of this module of the blended learning, but also what the possibilities are for the trainer when working with this module. The train-the-trainer-session was organized as follows: Different roles o Remco de Jong acted as the trainer for this session o Andy Veltjen and Dries Palmaers were available for technical support o All the partners acted as trainees Content o Difference between ‘M3: Collaborating in a chain – Course Day 1’ and ‘M4: Implementing a chain approach – Course Day 2’ o Content of Course day 1 First session: How do we collaborate – 1.1 Collaboration The trainer asked the trainees to watch the video clips and then to answer the question ‘Indicate the extent to which video clip involves collaboration’, ranging from 1 (very little) to 5 (a lot). Figure 20: Screenshot of the exercise (Task 1.1 Collaboration) The trainer waited until the trainees rated every video clip and then showed the results, plus the option of locking or unlocking the results for the group. He also discussed the answers for every video and asked participants to comment on their answers (for instance, “What score did you give this video clip and why did you choose for this score?”). Figure 21: Screenshot of the results of the exercise (Task 1.1 Collaboration) The trainer then showed the trainees that there is a read-me section for the trainer, which holds the objectives of this exercise. He told the trainees that the trainer has to make sure these goals are achieved after the video clips are discussed. Figure 22: Screenshot of the 'Read me'- section (Task 1.1 Collaboration) First session: How do we collaborate – 1.2 My organisation The trainer asked the trainees to fill in the first two questions of ‘Task 1.2 – My organisation’ and then to draw their picture of the collaboration their organisation conducts with other organisations in its approach to domestic violence and child abuse. He told the trainees that their drawing should illustrate all the organisations that are involved, the file managing process adopted by and between the organisations involved and the results achieved by the collaboration. Figure 23: Screenshot of the exercise (Task 1.2 My organisation) The trainer showed the trainees the results of the first two questions and briefly discussed their answers. He then asked the trainees to come and present their drawings. Figure 24: Drawings of exercise '1.2 My organisation' Second session: What is chain collaboration? – 1.5 Basic principles of chain collaboration The trainer asked the trainees to watch the video clip about the basic principles of chain collaboration before they filled in the exercise below. In this exercise the trainees have to indicate per topic which of the two images they believe to best correspond to optimal chain collaboration. The trainer waited until the trainees completed the exercise and then showed the results, plus the option of locking or unlocking the results for the group. He discussed the answers for every topic and asked participants to comment on their answers (for instance, “Did you choose picture A or B and why did you choose for this picture?”). Figure 25: Screenshot of the results (Task 1.5 Basic principles of chain collaboration) The trainer showed the trainees that the trainer could find the answers to this exercise in the ‘Read me’-section of the results. Figure 26: Screenshot of the 'Read me'-section (Task 1.5 Basic principles of chain collaboration) Second session: What is chain collaboration? – 1.6 File management according to a chain approach The trainer asked the trainees to watch the video clip about file management according to a chain approach and then to fill in this exercise in group. Every group consisted of 3 trainees. Figure 27: Screenshot of the exercise (Task 1.6 File management according to a chain approach) The trainer waited until the trainees completed the exercise and then asked the trainees whether they found it a difficult exercise. He then showed the ‘correctly completed’ chain template. Figure 28: ‘Correctly completed’ chain template While discussing the different elements of the chain template, the trainer asked Dries Wyckmans and Pascale Franck to give examples from both their chain approaches in Belgium to help clarify the chain template. For instance, they gave examples of how they deal with the sharing of information between different organisations and the professional secrecy, the actions that case directors sometimes have to take,… Pascale Franck also showed the video she and her colleagues made for a DAPHNE-project about their Family Justice Center in Antwerp and gave extra information on their chain approach. o Content of Course day 2 First session: Launching a pilot project – Task 2.2 Implementation approaches The trainer asked the trainees to watch the video clips and then to indicate which implementation approach was shown in the video clips. Figure 29: Screenshot of the exercise (Task 2.2 Implementation approaches) The trainer waited until the trainees selected their answers and then showed the results, plus the option of locking or unlocking the results for the group. He also discussed the answers for every video and asked participants to comment on their answers (for instance, “Why did you choose for this approach?”). Figure 30: Screenshot of the results (Task 2.2 Implementation approaches) The trainer then showed the trainees that there is a read-me section for the trainer, which holds the correct answers to this exercise. Figure 31: Screenshot of the 'Read me'-section (Task 2.2 Implementation approaches) o Content of Course Day 2 The trainer decided to let the partners browse through the module: ‘M4: Implementing a chain approach – Course day 2’ themselves. The trainer, the project coordinators, Dries Palmaers and Andy Veltjen were available the whole time to answer the questions one of the partners might have had. Presentation on a possible follow-up project – by Dries Wyckmans (Province of Limburg) lokalebesturen.limburg.be Follow-up project lokalebesturen.limburg.be Form A Chain To End Family Violence European Project Proposal 2015 – 2016 lokalebesturen.limburg.be 3 complementary EU projects I. First EU project ‘Form a chain, break the circle’ (July 2010 – September 2012) • Theoretical framework for multi-agency & multi-disciplinary chain collaboration on Child abuse & Domestic violence • Status: delivered September 2012 II. Second EU project ‘Form a chain to safeguard children’ (June 2013 – May 2015) • Practical framework for multi-agency & multi-disciplinary chain collaboration on Child abuse & Domestic violence • Status: expected delivery in May 2015 III. Third EU project ‘Form a chain to end family violence’ (October 2015 – December 2016) • Sustainable implementation & education of multi-agency & multi-disciplinary chain collaboration on Child abuse & Domestic violence • Status: proposal in February 2015 . lokalebesturen.limburg.be Project objectives & deliverables I. II. Designing and implementing optimal multi-agency & multi-disciplinary chain collaboration (between the fields of care, safety, enforcement and administration) on Family Violence in different EU contexts. Guarantee sustainable collaboration & education by developing: a pilot project plan on implementing chain collaboration, a blended training (e-learning& face-to-face) on chain direction roles in chain collaboration, a blended training (e-learning & face-to-face) on case management roles in chain collaboration, for each EU context. • • • III. Evaluate the status of the chain collaboration & blended training and develop common and context specific sustainability factors for each EU context. lokalebesturen.limburg.be Project planning I. Preparation phase (October – December 2015) II. Design phase (January – April 2016) III. Implementation phase (May – October 2016) VI. Evaluation phase (November – December 2016) Project timing: 15 months in total lokalebesturen.limburg.be Project planning Former EU projects: first FACBTC project & second FACTSC project Phase I Phase II Phase III Phase VI Preparation phase Design phase Implementation phase Evaluation phase Kick-off meeting October 2015 December 2015 Conf. meeting February 2016 April 2016 June 2016 Final meeting August 2016 October 2016 December 2016 Sustainable EU chain collaboration on child abuse & domestic violence lokalebesturen.limburg.be I. Preparation phase I. Objectives EU partners: to start the project & to make all own preparations for participation Coordinators: to make all preparations for the project & project coordination • • II. Process & deliverables Developing all project documents & safeguarding all project conditions A. B. C. Making conceptual frameworks for the chain collaboration pilot project plans (of the design phase (Phase II)) Organising kick-off meeting with all EU partner participants (December 2015): To introduce the project To prepare the participants for the design phase (Phase II) To commonly execute the first design activities and visioning of the chain collaboration pilot project plan for each EU context • • • lokalebesturen.limburg.be II. Design phase I. Objectives EU partners: to design a chain collaboration on child abuse & domestic violence for each EU context • Coordinators: to enable all EU partners to execute this phase with quality & dedication • II. Process & deliverables Designing a chain collaboration pilot project plan by each EU context using the conceptual framework, including: chain mission statement, chain target groups, chain roles, chain processes and activities, chain deliverables, chain tools, chain ethics, planning & resources A. B. Delegating chain participants by each EU context, including: project steering and chain direction roles, case management roles, mandating and delegating professionals C. Make preparations for the implementation phase (Phase III) by each EU context lokalebesturen.limburg.be III. Implementation phase I. Objectives EU partners: • to implement & execute a chain collaboration on child abuse & domestic violence in each EU context • to guarantee sustainable chain collaboration in each EU context • to implement & execute their own chain direction and case management roles in each EU context • to guarantee sustainable chain education in each EU context • • Coordinators: to develop a blended training (e-learning& face-to-face) on chain direction and case management roles in chain collaboration, including teacher manuals • to enable all EU partners to execute this phase with quality & dedication • lokalebesturen.limburg.be III. Implementation phase II. Process & deliverables Organising a conference meeting with all EU partner participants (May 2016): • Presenting the designed chain collaboration pilot project plan by each EU context • Execute the blended training (e-learning& face-to-face) on chain direction roles in chain collaboration via train the trainer sessions • Execute the blended training (e-learning & face-to-face) on case management roles in chain collaboration via train the trainer sessions A. B. Implementing and executing the designed chain collaboration on child abuse & domestic violence in each EU context • According to the designed chain collaboration pilot project plan • Supported by the educated chain directors and case managers C. Make preparations for the evaluation phase (Phase VI) by each EU context, including making a status report of the chain implementation & evaluating the blended training lokalebesturen.limburg.be IV. Evaluation phase I. Objectives EU partners: to evaluate and end the project, Coordinators: to enable all EU partners to execute this phase with quality & dedication • • II. Process & deliverables Making conceptual frameworks for the evaluation of the chain collaboration & blended training A. B. Organising final meeting with all EU partner participants (November 2016): to present the implementation results and status of chain collaboration pilot project plan by each EU context • to present the blended learning results by the coordinators • to formulate sustainability factors for each EU context. • to end the project • C. Developing all final project documents & safeguarding all project evaluations lokalebesturen.limburg.be Project tools: already developed • Manual: how to implement chain collaboration on child abuse & domestic violence lokalebesturen.limburg.be Project tools: already developed • Blended learning tool: sustainable education on child abuse, domestic violence & chain collaboration (www.formachain.eu) lokalebesturen.limburg.be Project partners & project conditions Want to join? • Participation – Support and participate project planning, deliverables and meetings • Number of partners – Minimum of 4 and maximum of 8 EU contexts (local or regional) • Contribution – 80% project means versus 20% individual means • Coordination – Province of Limburg, Belgium Remark: All the present project partners showed interest in the possible follow-up project. The project coordinators will send an e-mail about it and the partners will have until the deadline to let the project coordinators know whether they want to sign up or not for the possible follow-up project. Annex 1: ‘Users Madrid Workshop 2015 Trainee’ Annex 2: ‘User Manual Form a Chain to Safeguard Children’ Annex 3: ‘Administrator manual Form a Chain to Safeguard Children’
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