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4 4 Reflective Report
4 4 Reflective Report
I entered the unit Children at Risk with the hope that I would learn how to identify children
who are experiencing trauma, and also how I can help them get the assistance and support
they need to improve their lives. This report will touch on the wide range of vulnerable
children covered in the unit and the hardships they may have encountered or are at risk of due
to their circumstances. Due to the distinct social and learning needs of vulnerable children, a
range of programs and strategies have been developed to assist teachers to work positively
and successfully with them and/or their families or carers. Five strategies have been outlined
in this report. Finally, I will reflect on the implications this unit has had on my knowledge,
attitudes and skills as a beginning teacher.
Many children that are experiencing or have experienced these factors may have slow
development academically and socially and be disruptive in the classroom. This may include
a lack of cooperation, attention, or attempting to hurt others. They may also be quiet,
secluded and distracted or a mixture of both extremes (Child Safety Commissioner, 2007, p.
18). Because of this, as a teacher I may need to employ a range of strategies to work towards
improving their skills and making them feel more comfortable with myself and the
classroom.
1. Relationship-Based Approach
Developing and improving relationships and a positive connection to the classroom are vital
when aiming to decrease risk and improve protective factors for vulnerable children (Glover,
Patton, Butler, Di Pietro, Begg, & Cahir, 2005, p. 16). Children need to be able to view
school as a safe and caring environment, and being attended to with patience and
consideration can greatly assist this goal (Child Safety Commissioner, 2007, p. 18). There
are many simple techniques which can foster these relationships including, if possible,
becoming familiar with the childs background so you can understand the explanation for any
misbehaviour (Child Safety Commissioner, p. 19). Also, the use of positive communication
such as encouragement, smiling and acknowledging them when they behave appropriately or
contribute positively to the classroom is effective. Trying to find the time to speak to the
child individually can also help your relationship and improve the childs sense of self-worth
(Glover et al., 2005, pp. 19-20).
3. Consequences
Due to the experiences and conditions of traumatised children, their reactions to punishment
can differ from those who have not been exposed to similar situations. An effective
technique for teaching positive behaviour to vulnerable child is the use of natural
consequences instead of punishment. Natural consequences are directly related to the
negative behaviour of the child, they involve repairing whatever damage the child has caused,
such as cleaning up a mess theyve made or apologising to someone they have hurt (Child
Safety Commissioner, 2007, p. 21).
Traumatised children often do not feel the need to please adults or develop relationships with
them; consequently giving second chances and displaying anger or disappointment are less
helpful techniques when dealing with difficult situations. If a child comes from a background
of abuse, they are often used to aggression in such circumstances, therefore making sure you
stay calm and considerate can be a very useful strategy (Child Safety Commissioner, p. 19).
Another technique is asking the child come sit by you when they misbehave, instead of
sending them out of the classroom or into a corner. This is because sending them to timeout may cause the feelings of rejection and self-worthlessness they cassociate with traumatic
experiences (Child Safety Commissioner, p. 20).
how a childs body lets them know that they are unsafe can be very effective in empowering
students and helping them recognize dangerous situations. The final concept, networking,
demonstrates to children that there are always people they can tell if they are feeling unsafe
(Fraser, 1992, p. 274).
The five strategies of The Protective Behaviour Program are:
Theme Reinforcement: Reinforcement of the two themes: we all have the right to feel
safeand nothing is so awful we cannot talk about it (Fraser, p. 274) throughout the
program.
Network Review: Consistently reviewing and/or changing the network of people that the
child feels safe to talk to if they are in danger (Fraser, p. 274).
One Step Removed: This is a strategy which uses third person to talk about sensitive
issues, making it easier for the victim to disclose information by pretending it was
someone else (Fraser, p. 275). This includes use of the what-if approach, which provides
an opportunity for both the victim to talk about the issue, or the support person to
confront a child they believe may be experiencing trauma (Protective Education Network,
2008, para. 7).
Persistence Expectation: This strategy is the recognition that some people facing abuse
have told someone and nothing, or not enough, was done. Both the victim of abuse and
the person or people they have told need to be persistence in ensuring that the child feels
safe (Fraser, p. 275).
5. The Three Rs
This strategy involves taking care of the teacher, to ensure they are not worn out by the
stresses of working with traumatised children (Child Safety Commissioner, 2009, p. 16). The
three Rs are; Reflection, Regulation and Relaxation.
Reflection Taking the time to reflect on your relationship with the student, what they
have been doing and why you think they may have done it, what does their behaviour
mean? Also reflection on your own thoughts, feelings and reactions. Think about who
you know that can help yourself or assist you with the child (Child Safety Commissioner,
p. 16).
Regulation You must learn to control and regulate your emotions when dealing with the
student. Know your trigger points (Child Safety Commissioner, p. 17) and have
strategies to work through the childs strong emotions, including removing yourself from
the situation and getting assistance if you are struggling. Acknowledge your emotions
and take the time to calm yourself down (Child Safety Commissioner, p. 17).
Relaxation renew your spirits and energy (Child Safety Commissioner, 2007, p.
27). Make time for yourself, engage in hobbies and spend time with friends and family.
(Child Safety Commissioner, p. 27).
competently handle these difficult situations. Also, knowing when to take a step back so that
I can help make professional and objective decisions for the children in my classroom is a
crucial lesson I must develop. This includes the understanding that I cannot save the child
all by myself.
One of the most useful and insightful concepts of this unit has been the abundance of
resources given to us. With them comes the knowledge that there are other people, services
and organisations, both within and outside the school and community, who work towards
improving the lives of all vulnerable children. The knowledge that there are these options to
help both myself and the child will assist me to make appropriate and positive decisions,
including when to contact and pass some responsibility onto others.
The new techniques I have researched and learnt will help me to improve my skills when
managing the difficult situations which often accompany having a traumatised child in your
classroom. Simple techniques such as smiling, forming relationships and knowing how to
react to a disclosure of a traumatic event, such as the responses suggested by Anne Mercovich
(Refer to Appendix 1), are things I can use to improve my approach to teaching.
Though I havent been involved in such a situation as of yet, if I do find myself in consistent
conflict with a child, there may be a chance that I begin to take to heart the negative
experiences. This may in turn affect my observations and cause me to negatively label the
child. I know however that I must ensure to make objective and unbiased notes of the events
and situations which occur, and not allow my personal views to cloud my judgement
(Commonwealth of Australia, 2009, para. 4-10). This is another situation where I need to
learn to become less emotionally, and more professionally, involved.
This unit has been highly beneficial for myself as a teacher as well as an individual. It has
supplied me with knowledge and skills I can use to improve my classroom and teaching
methods as to be more inclusive and mindful of children at risk. With the completion of this
unit has come a new found confidence in myself. I know now that if or when I am
confronted with a child who is at risk that I can help them in some way, even if this just
means knowing who else to contact. Children at Risk has provided me with a better chance of
improving that childs life.
References
Child Safety Commissioner. (2007). Calmer classrooms: A guide to working with
traumatised children [resource]. Retrieved from http://www.ocsc.vic.gov.au
Child Safety Commissioner. (2009). From isolation to connection: A guide to understanding
and working with traumatised children and young people [resource]. Retrieved from
http://www.ocsc.vic.gov.au
Commonwealth of Australia. (2009). Objective observation. Retrieved February 8, 2012,
from http://www.westone.wa.gov.au/toolboxes/cybertots/toolbox12_11/shared/
resources/html/res_objectiveobs.htm
Glover, S., Patton, G., Butler, H., Di Pietro, G., Begg, B., & Cahir, S. (2005). Gatehouse
project: Teaching resources for emotional well-being. Melbourne: Centre for
Adolescent Health.
Protective Education Network. (2008). Protective behaviours australia inc. Retrieved
February 8, 2012, from http://www.pbaustralia.com/about.html
Vicki Fraser. (1992). The protective behaviours program [resource]. Retrieved from
http://www.aic.gov.au/
Appendix 1
Shandar Storm s00117838 10
Task 3: Reflective Report
Assessment task 3
compromised.
o Child protection should be reported to if the child is in serious risk of abuse or
danger and is not safe with their family.
The processes taken after a child is referred or reported.
Appendix 2
Assessment task 3
Date: 25/1/2012