EDUC07036 2022 Child Welfare and Protection

Describe the obligations of early years settings as 'relevant services' and the role of early years practitioner as 'mandated persons' under the 2015 Children First Act in identifying and reporting concerns as laid out in Children First, National Guidance for the Protection and Welfare of Children  2017.

Demonstrate an understanding of child abuse in its various manifestations and the principles guiding the professional early years practitioner working with children, parents and colleagues where there are child protection concerns.

Understand and be able to respond supportively to families living with adversity.

Critically assess the influence of historical and contemporary ideologies on the development of child protection services and how Irish and international child abuse enquiries have contributed to current child welfare and protection polices and practice.

 Identify the key principles and concepts within the legal framework which seeks to ensure children are protected from harm, having cognisance of the role of the ECCE practitioner, parents, the CFA, Gardai and the judicial system.

The teaching and learning strategy adopted in this module is both practical and reflective: practical because early years professional are required by law to act in the best interests of children and are identified as having statutory responsibilities under the Children Act 2015 and so must be able to act in accordance with their responsibilities. Students must also develop their reflective capacities, given the nuanced and sensitive nature of their role in supporting parents, providing an environment that safeguards children and liaising effectively with other professionals, where appropriate. The use of case studies, role plays, discussion and reflective writing will support the application to practice of key professional skills in this field. The approach will emphasise group work combined with lectures to enable the growth of skill and confidence among the student cohort. Moodle will be used as a repository and students supported to research, present and discuss key dimensions of child protection and welfare.

Case Study, Simulation and an Oral Exam form the basis of the assessment strategy in this module.

Assessment 1: 40% Students will engage in a simulated activity where they are required to (i) identify and name child protection concerns (ii) role play a discussion of these with parents (iii) report accurately to Tusla (iv) reflect on their values, skills and learning as early years professionals

Assessment 2: 40% Students will examine a case study to assess the ethical, legal and professional responsibilities and challenges of child protection and family support, drawing on findings of enquiry reports and contemporary perspectives on welfare

Assessment 3: 20% Oral Exam; Students will complete an oral exam on Irish legislation governing child protection and welfare.

Case study or project depending on failed elements.

• LO1) Describe the obligations of early years settings as 'relevant services' and the role of early years practitioner as 'mandated persons' under the 2015 Children First Act in identifying and reporting concerns as laid out in Children First, National Guidance for the Protection and Welfare of Children 2017
  • The obligations of early years settings as 'relevant services'; the child welfare and safeguarding statement, risk assessment; designated liaison person, vetting. 
  • Raising a concern, reporting a mandated concern, thresholds and definitions; dealing with disclosures from a child, addressing retrospective allegations; making a referral, the role of the social worker, the role of the Gardai, supporting colleagues and parents when a child welfare or child protection concern is raised; completion of the Children
• LO2) Demonstrate an understanding of child abuse in its various manifestations and the principles guiding the professional early years practitioner working with children, parents and colleagues where there are child protection concerns
  • Identification of forms of abuse: neglect, emotional, physical and sexual abuse, circumstances which may make children more vulnerable to harm; bullying; using the Children First National Guidelines 2017
  • Risk factors in child protection: age of child; parental mental illness, domestic violence, parental addiction; child with disability; poverty, social exclusion
  • Multicultural context: child trafficking, female genital mutilation, forced marriage, honour based violence
  • Implications for the early years professional: reflective practice, personal and professional ethics and values and the role of professional support
• LO3) Understand and be able to respond supportively to families living with adversity.
  • Core dimensions of adversity: poverty, mental illness, addiction, domestic violence; the role and function of family support services in responding to the above adversities-Tusla and voluntary sector organisations, supports parents- for men as fathers and women as mothers; the role of the early years setting.  
• LO4) Critically assess the influence of historical and contemporary ideologies on the development of child protection services and how Irish and international child abuse enquiries have contributed to current child welfare and protection policies and practice
  • Historical perspective: the evolution of ideas about children at 'risk', how to protect them; institutionalisation; sectarianism; famialism; children's rights and the implications for child and family welfare
  • The contemporary context: retrenchment, risk, responsibilization, individualisation, social suffering
• LO5) The role of inquiry reports in the development of contemporary child protection systems:
  • Irish inquiry reports: The Kilkenny Incest Case Inquiry 1993; the West of Ireland Farmers Case 1998; the Roscommon Child Care Case 2010;
  • UK reports Victoria Climbe Inquiry Report 2003; Baby P Serious Case Review 2009; Munro Review of Child Protection 2011
  • Implications for current practice
• LO6) Identify the key principles and concepts within the legal framework which seeks to ensure children are protected from harm, having cognisance of the role of the ECCE practitioner, parents, the CFA, Gardai and the judicial system
  • The United Nations Convention on the Rights of the Child; Bunreacht na hEireann (Art 41 and 42)
  • Children First Act, 2015; The Child Care Act, 1991 as amended  
  • The Child and Family Agency Act, 2013  
  • The Sex Offenders Act, 2001  
  • The Criminal Justice Act, 2006 (reckless endangerment)  
  • The Criminal Justice (Withholding of Information on Offences against Children and Vulnerable Persons)  Act, 2012  
  • Protected Disclosures Act, 2014  
  • The Protection for Persons Reporting Abuse Act, 1998 
  • The National Vetting Bureau (Children and Vulnerable Persons) Act, 2012 .