cic programme- final spell check t · 2013. 9. 26. · programme) 2)...

CHILDREN IN CRISIS CONFERENCE 2013 1

WELCOME

Children in Crisis Conference Kingsgate Hotel, Hamilton, 7-‐9 October 2013

Kia ora koutou

It is our great pleasure to extend a warm welcome to all presenters, supporters and those attending the national conference, Children in Crisis, hosted by the Centre for Global Studies in Education, University of Waikato.

This national hui has been developed in response to recent reports and research on the plight of children and young people in Aotearoa/New Zealand. It has four major themes or strands: child poverty; child abuse; children’s rights and child policy. It is clear that child neglect and abuse are associated with poverty and that despite ongoing research over twenty years the true dimensions of child poverty and its relationship to child abuse in New Zealand are only now becoming the basis for comprehensive protection and policies designed to address the plight of vulnerable children. The brute fact is that an estimated 270,000 children live in poverty in New Zealand and many of them are let down by the very people who they should be able to trust and rely on to love and protect them. This is a morally repugnant situation: if we hold that all individuals and children are of the same moral worth then the eradication of child poverty and abuse becomes an imperative for the next decade.

We have high hopes that this conference will help create a positive agenda by bringing different practitioners, policy-‐makers and researchers together. This is an opportunity to take heed of the extant research, recent reports and the White Paper and to establish a clear set of directions for intelligent social policy aimed at eradicating child poverty in New Zealand.

We look forward to meeting colleagues from around the country and to the discussions and action that will flow from the sessions. We welcome you to the Waikato, the region and the University and look forward to your post-‐conference participation in the production of book and journal publications.

Organising Committee Professor Tina Besley -‐ Director, Centre for Global Studies in Education Professor Michael A. Peters -‐ Centre for Global Studies in Education Sabrina van Saarloos -‐ Administrator, Centre for Global Studies in Education

Many thanks to our sponsors:

PROGRAMME

2 7-‐9 OCTOBER, KINGSGATE HOTEL, HAMILTON

Monday 7 October 8.00-‐8.30 Pōwhiri Plenary room 8.30-‐9.00 Tea and coffee Foyer 9.00-‐9.15 Conference introductory address

Prof. Tina Besley & Prof. Michael A. Peters, Centre for Global Studies in Education, University of Waikato

Plenary room

9.15-‐10.00 OPENING ADDRESS Dr Justine Cornwall, Deputy Children’s Commissioner Getting it right for all our children

Plenary room

10.00-‐10.20 Morning tea Foyer 10.20-‐11.20 KEYNOTE

Judith Nowotarski, NZEI President How many more ambulances at the bottom of the cliff?

Plenary room

11.20-‐11.30 Short break 11.30–12.30 SESSION 1 STRAND 1 Papers Plenary room

Nicola Atwool: Making a difference for children: What will it take? Deborah Yates: Examining and re-‐designing our whole-‐of-‐community response to children traumatised by family violence STRAND 2 Papers Room 2 Melanie Wong: Don’t ignore me! I am normal, but just not typical. Gifted children in early childhood education in Aotearoa New Zealand Nola Harvey: Bilingual children in crisis: Trading-‐in firm home language foundations STRAND 3 Papers Room 3 Sarah Ashton: The rights of children and young people in State Care Roisin Bennett: A political ecology of alternative education units: Institutes of education equity or holding cells for problematic students? STRAND 4 Workshop Room 4 Diti Hill: Circles of influence and circles of concern: What is the role of a small NGO in effecting change that is in the best interests of children? 12.30-‐1.30 Lunch Restaurant 1.30-‐2.30 KEYNOTE

Jacinda Ardern, Labour List MP, former spokesperson for Social Development Building policies for kids, not electoral cycles

Plenary room

PROGRAMME


2.30-‐2.40 Short break 2.40-‐4.10 SESSION 2 STRAND 1 Symposium Plenary room

Speaking about the unspoken: Social perceptions and sexual norms in the lives of children and young people in Aotearoa New Zealand Chairperson: Carol Hamilton Ashlie Brink: Childhood as an ever changing social category: An exploration to understanding tween social worlds Paul Flanagan: Unpacking teachers’ and parents’ talk about childhood sexuality: Discourses of harm, health and protection Carol Hamilton: Sexuality, vulnerability and young intellectually disabled people: commenting on a hidden issue STRAND 2 Symposium Room 2 Leaving care in New Zealand – Implications for policy and practice Chairperson: Nicola Atwool Nicola Atwool: The transition from state/NGO care to adulthood -‐international best practice Amee Nicholson, Davinia Abbott & Sharna Cocker: Transition services in New Zealand – what works in practice Tupua Urlich: Hearing it from the experts – The young people’s experience of leaving care STRAND 3 Workshop Room 3 Carol Smith, Pauline Bishop, Jenny Ritchie: Ngā tikanga a ngā mokopuna

STRAND 4 Workshop Room 4 Charlotte Robertson: Crime: What are the costs for children of prisoners?

4.10-‐4.30 Afternoon tea Foyer 4.30-‐5.30 KEYNOTE

Prof. Jonathan Boston, Victoria University of Wellington Child poverty in New Zealand: Why it matters and how it can be reduced

Plenary room

7.00 Conference dinner Sponsored by PESA & WMIER

Restaurant

PROGRAMME


Tuesday 8 October 8.30-‐9.00 Tea and coffee Foyer 9.00-‐10.00 KEYNOTE

Anthea Simcock, ONZM JP, Chief Executive of Child Matters It takes a community to nurture and protect a child: What we know works

Plenary room

10.00-‐10.30 Morning tea Foyer 10.30-‐12.00 SESSION 3 STRAND 1 Papers Plenary room Steven Arnold & Neil Boland: What has become of the village that was supposed to raise the child? Vivienne Zhang & Nesta Devine: Individual and familial notions of masculine honour among two generations of contemporary New Zealand pakeha males STRAND 2 Papers Room 2 On-‐Kwok Lai: Advocating children rights in/beyond virtual spaces in 21st Century. Mitigating New social media risk against children in the information age Nikki Hill: Child protection policy -‐ A collaborative approach Susanne Llopis: ‘Can you hear me?’ – How a holistic approach incorporates the voice of children who have a disability and/or mental health issue and are exposed to poverty and abuse STRAND 3 Papers Room 3 Maree Kirk: Wellbeing for children with a disability in New Zealand: Achievement outcomes or vulnerable outcasts? Claire Troon: Perceptions of men, who are perpetrators of domestic violence, on the effects of violence on children, the mothers of those children, and on their role as parent Emma West: Where are our tamariki? The intergenerational effect of closed adoptions on Māori identity STRAND 4 Symposium Room 4 Predictive Risk Modeling and Child Maltreatment: Is it Effective? Is it Ethical? Chairperson: Sarah Anderson Rhema Vaithianathan: Children in the public benefit system at risk of maltreatment identification via predictive modeling Tim Dare: Predictive risk modeling and child maltreatment: Ethical challenges Irene de Hann: (will be present for discussion) STRAND 5 Workshop Seminar Room

Dorothea Pienaar & Leoné Pienaar: A dance-‐sing bird

PROGRAMME


12.00-‐1.00 Lunch Restaurant 1.00-‐2.00 KEYNOTE

Hon. Paula Bennett, Minister for Social Development & Youth Affairs The White Paper for Vulnerable Children and the Children’s Action Plan

Plenary room

2.00-‐2.15 Short break 2.15-‐3.15 KEYNOTE

Angela Roberts, PPTA President Equipping schools to mitigate the impact of poverty on learners

Plenary room

3.15-‐3.45 Afternoon tea Foyer 3.45-‐5.15 SESSION 4 STRAND 1 Papers Plenary room Julia Tolmie: The Family Violence Death Review Committee: Recommendations and findings in respect of the most high risk cases of family violence Donna Williamson-‐Garner: Ameliorating the legacy of abuse and neglect: Healing a child with complex trauma Emily Keddell: Early intervention, predictive risk modelling and the White Paper for Vulnerable Children: some ethical considerations STRAND 2 Symposium Room 2 Maori and Hawaiian traditional knowledge and understandings of childrearing Chairperson: Leonie Pihama Jamee Miller: Queen Lili'uokalani Children’s Centre: an answer to Kanaka Maoli children in poverty Rihi Te Nana: Tiakina Te Pā Harakeke: traditional Maori views on childrearing Donna Campbell: Te Pā Harakeke: a model for Tamariki Ora STRAND 3 Workshop Room 3 Liz Devine: Looking out for vulnerable children

STRAND 4 Workshop Room 4 Briar O’Connor & Peter O’Connor: Everyday Theatre: creating safe spaces for youngsters to explore issues of family violence, child abuse and neglect STRAND 5 Workshop Seminar room Kelly Smith & Deb Stanfield: Exploring hesitancy in professional decision making around children and young people at risk: managing apprehension Own arrangements for dinner – see website for suggested places to dine.

PROGRAMME


Wednesday 9 October 8:30-‐9:00 Tea and coffee Foyer 9.00-‐10.00 KEYNOTE

Prof. Kuni Jenkins & Helen Harte, Mana Ririki Child policies and practices: When NGOs tell their governments about grass roots issues do policies and practices to save the children change?

Plenary room

10.00-‐10.30 Morning tea Foyer 10.30-‐12.00 SESSION 5 STRAND 1 Papers Plenary room Tawhana Ball: Child pornography and the Internet Sue Peacock: Being stood down from school is a cry for help Rogena Sterling: Gender-‐variance: From ostracism to recognition STRAND 2 Papers Room 2 Dorothy Howie: The voice of the vulnerable child in our New Zealand education legislation: Rights and skills Jalesi Nakarawa: The rights of the child and the best interest principle Anne Smith: Children's rights to quality early childhood education STRAND 3 Papers Room 3 Liz Gordon: The silent victims – the impact of parental imprisonment on children Caroll Aupouri-‐Mclean: Preserving our children’s future Paul Nixon: The Vulnerable Children’s Bill – What are the implications for policy and practice? STRAND 4 Workshop Room 4 Kati Knuuttila: Power to protect-‐ Preventing shaken baby syndrome in New Zealand

12.00-‐1.00 Lunch Restaurant 1.00-‐2.00 KEYNOTE

Assoc. Prof. Susan St John, University of Auckland, Co-‐director Retirement Policy and Research Centre. Putting children at the centre of policy

Plenary room

2.00-‐2.15 Short break

PROGRAMME


2.15-‐3.45 SESSION 6 STRAND 1 Symposium Plenary room Glocal interpretations of crisis: Beyond the rhetoric? Sarah Te One Margaret Stuart Jayne White STRAND 2 Workshop Room 2 Lynn Rupe: Toku reo toku ohooho

STRAND 3 Papers Room 3

Peter Lind: Teachers matter Lynley Tulloch: The neoliberal subject and children in crisis: educating for compassion Claire Breen: The United Nations Convention on the Rights of the Child as a basis of New Zealand’s legal obligations to secure the child’s right to education. STRAND 4 Workshop Room 4 Evelien Carrein: KidShine organisation: Risk Assessment and safety planning for children

3.45 Afternoon tea Lobby -‐END OF CONFERENCE-‐

Farewell and safe journey home

KEYNOTE ABSTRACTS-‐ in order of presentation


Justine Cornwall Deputy Children’s Commissioner Getting it right for all our children This presentation will outline the issue of child poverty in New Zealand including key statistics, information and the impact poverty has on children ’s short and longer term outcomes. Key dimensions of child wellbeing such as health and education issues, and the importance of living in a healthy home will be discussed. This presentation will outline potential responses and actions to address some of the effects of child poverty that if implemented well would alleviate some of the negative impact on children. This discussion will be grounded in what we know works, including the elements of best practice that need to be in place, and the types of factors that should be considered by agencies to ensure children and families receive the support they need.

Judith Nowotarski President, NZEI How many more ambulances at the bottom of the cliff? There is now a clear consensus that health, education and social outcomes for children in New Zealand are worse than they should be and that we need to invest more in our children. The problem is not new. The lack of planning and lack of action over the last three decades has only exacerbated the problem. There is considerable evidence to show that poverty is a major factor contributing to student underachievement. Poverty is not just about children, it is also about parents, whānau, and our communities. The Government’s Green Paper sought to test some ideas about addressing the current situation with regard to vulnerable children but it did not address contributing factors such as economic policies and values. Unsurprisingly, the subsequent White Paper proposals have yet again missed an excellent opportunity to tackle child poverty. This presentation questions whether we are doing ‘our best’ for vulnerable children and what would ‘our best’ look like.

Jacinda Ardern Labour List MP, former spokesperson for Social Development Building policies for kids, not electoral cycles In the wake of the white paper, how do we ensure that we have policies that address the needs of vulnerable children that go beyond electoral cycles? Is it genuinely possible to take a multi-‐party approach to these issues? Jacinda Ardern will talk about where the Labour party's view on current changes in the sector, her parties children's policy, and why there is hope for a sustainable approach in addressing the needs of our next generation and beyond.


Jonathan Boston Victoria University of Wellington Child poverty in New Zealand: Why it matters and how it can be reduced Almost three decades ago, New Zealand had relatively low rates of child poverty. A combination of policy changes and societal trends led to a dramatic increase in child poverty during the late 1980s and early 1990s. These much higher rates have been largely tolerated for two decades. For a country which once prided itself on being comparatively egalitarian and, more particularly, a great place to bring up children, this is surprising. It is also concerning. Child poverty imposes many costs. This is especially the case, according to the available evidence, when poverty occurs during early childhood and when it is severe and/or persistent. These costs afflict not only the children directly exposed to poverty (e.g. in the form of lower educational achievement, reduced lifetime earnings and poorer health outcomes), but also the whole society. This paper has four main purposes. First, it summarizes briefly the available evidence concerning the nature, magnitude, causes and consequences of child poverty in New Zealand. Second, it reflects on the reasons why substantial rates of child poverty have been tolerated for an extended period. Third, drawing on the lessons of anti-‐poverty strategies in other OECD countries, it critically assesses the policy options available for securing substantial and durable reductions in child poverty rates in New Zealand. Finally, it considers the prospects of such policies being implemented and outlines possible strategies for enhancing the focus of the political system on child-‐related social issues.

Anthea Simcock Chief Executive, Child Matters It takes a community to nurture and protect a child -‐ What we know works Former Judge Mick Brown wisely noted that “A society gets the level of violence it’s prepared to tolerate”. The physical, sexual and mental violence that we inflict on our most vulnerable is indicative of the high level of tolerance we have for the maltreatment of children. Individuals may want to dispute that they would ever allow violence to children, but the fact is, far too many are simply not aware of the significance of what is in front of them. Looking the other way is not an option. Creating an environment where children can flourish will not be achieved by any group, sector or government agency alone. It takes a whole community to nurture and protect a child. To undertake this protective and nurturing role, a number of steps need to be taken, beginning with understanding the issue of child maltreatment, its manifestations and its ramifications. Next, every adult must recognize how we are all impacted by child abuse, and the responsibility each of us has in our duty to care for children. Every grown person should then identify what they can do personally in any professional or voluntary role. Finally and most importantly, the protection of our most defenceless depends not on the nameless bureaucrat or government agency but on the commitment of every adult not to look the other way, but

KEYNOTE ABSTRACTS-‐ in order of presentation


to stand up step up and speak out for children. This paper explores these how these steps interrelate and discusses the significant research that make the process so compelling. Secondly, it discusses those specific programmes for achieving these steps that are evidencing success.

Paula Bennett Minister for Social Development & Youth Affairs The White Paper for Vulnerable Children, and the Children’s Action Plan In 2012 there were 22,000 substantiated findings of child abuse and neglect found by Child, Youth and Family. Notifications have trebled over the last seven years, and substantiated abuse findings have increased 73 per cent over the same period. The White Paper for Vulnerable Children, released in October last year, unapologetically targets resources, interventions and support to children who are currently being abused or seriously neglected and those who are most at risk. It contains more than 30 new initiatives and marks a significant advancement in child protection in New Zealand. The Children’s Action Plan is now underway, and provides the framework for the White Paper. The Government is working hard with schools, community organisations, health and justice professionals, and many others, at putting the first steps in place. These are our most vulnerable children, and we simply cannot continue to work the same way and expect a different result. They deserve better than that.

Angela Roberts President, PPTA Equipping schools to mitigate the impact of poverty on learners The significant correlation between socio-‐economic status of students and their achievement in education is persistent and presents a major challenge for policy makers. In New Zealand we recognise this to some extent already, with the decile funding system and the targeting of services based on this. There is no evidence that schools alone can overcome the achievement gap that exists between high and low SES students, but there are policies that can enable the education system to ‘push back’ harder against this. New Zealand’s curriculum and qualification system already provide some elements of a system that enables schools to mitigate the impact of SES, but there are other policy settings, including the competitive model instituted under Tomorrow’s Schools that may be having an impact in the other direction. Within a framework of progressive universalism, some other policies that should be pursued would include specific professional learning and development for teachers to support their efforts to provide quality teaching for diverse students, facilitating partnerships that enable schools to become community hubs, and


resourcing schools to extend their services and provide all students with some of the advantages that middle class families currently provide.

Kuni Jenkins and Helen Harte Mana Ririki Child policies and practices: When NGOs tell their governments about grass roots issues do policies and practices to save the child change? We discuss the work of Mana Ririki with its research about Maori children, its communication of this to whanau and its political nature. Here, Mana Ririki’s grass roots activities among interested groups, have been to intervene and influence child policies and practices in the situations where particular Maori children are found to be unsafe in their own homes. The key element in the work of Mana Ririki is the advocacy role it follows through a central process of whanaungatanga in order to promote and share with everyone and particularly the whanau who need it, a values laden model of what constitutes a successful Maori family.

Susan St. John Co-‐director of University of Auckland Retirement Policy and Research Centre Putting children at the centre of policy What do we mean when we say we want to put children at the centre of policy? What are the moral justifications for this approach? Has it become harder for us to understand this concept, when in practice paid work has been at the centre? In part confusion arises because the unpaid work of caring for children is invisible until it is marketised. Exploring New Zealand family policies such as paid parental leave, early childhood education, child tax credits suggests that there is much room for improvement if the needs of children are to come first.

PAPER ABSTRACTS-‐ in order of presenter name


Steven Arnold, Neil Boland Auckland University of Technology (AUT), School of Education What has become of the village that was supposed to raise the child? Any analysis that shows children suffering from poverty, abuse, neglect or the indignity associated with the loss of human rights points to a crisis. This crisis is real, and the crisis is, we believe, greater than children. We expand the notion of children to include wider pictures of childhood and societal health, and take the viewpoint of a crisis being an aberration. What then is the normal? ‘Children in Crisis’ resonates with both Montessori and Steiner educationalists. Drawing on 200 years of combined pedagogies, international research and local knowledge, this paper counterpoints these two major educational pedagogies. Beyond the realm of formal schooling, government policy and economic hardship these philosophies celebrate the role of the child in society. Steiner asks “how do you incorporate a developmental model of childhood in a twenty-‐first century setting?” and Montessori questions “how do you celebrate childhood – ‘to follow the child’ -‐ while recognising children as citizens?” We conclude that society has responsibility for models of childhood. We also recognise the child’s contribution to society, -‐ beyond the ‘village that raises the child’ we see ‘the child that raises the village’.

Sarah Ashton Dingwall Trust The rights of children and young people in state care This paper highlights the lack of human rights recognition for arguably one of the most vulner-‐able groups in our society, children and young people in the care of the state.Currently under New Zealand legislation and policy frameworks these children do not have their rights upheld, as per New Zealand’s obligations under the United Nations Convention on the Rights of the Child (UNCRC). This is particularly important for the care and protection of children needing state care as the government has the responsibility as a state body to ensure their rights are upheld, alongside their direct responsibilities as the “corporate parent”. This paper explores the vulnerability of this group, the ways in which their rights under UNCRC are not being met by current legislation and policy. It goes on to recommend key changes to the way in which we approach legislative and policy development.

Nicola Atwool University of Otago Making a difference for children: What will it take? In this presentation Nicola will briefly outline the state of the nation’s children before


summarising the evidence about what makes a difference in the lives of children in challenging circumstances. She will outline the changes proposed in the government’s White Paper on Vulnerable Children (2012) and explore the barriers to making a difference.

Caroll Aupouri-‐Mclean Waikato Institute of Technology (WINTEC) Preserving our children’s future For some time research has indicated that the death of a child is one of the most tragic events that can befall a family because a child is the last person in the family expected to die and thus it seems inappropriate, unnatural and unacceptable. Further the death of a child represents the loss of future dreams, relationships and experiences yet to be enjoyed and can affect families for the rest of their lives with a tenacity that is difficult to comprehend. (Biggs, 2002; Knapp, 1987; Nixon and Pearn, 1997; Raphael, 1975; Sheldon, 1998). This article titled ‘Preserving our children’s future’ aims to firstly highlight the deliberate, intentional decision by our children to end their lives. The Ministry of Health’s 2010 report that suicide death was recorded as the “second common cause of death for youth at a rate of 17.7 per 100,000 compared to 18.2 per 100,000” (Ministry of Health p. 10) for traffic crashes. When ranked alongside of other OECD countries, the New Zealand suicide rate for males aged 15 to 24 years in 2010 was the fourth highest, higher than in any other country except Iceland and Finland” (ibid. p. 37.) This article considers suicide death with particular emphasis on pivotal strategies of how we as parents, and professions might endeavor to preserve our children’s future.

Tawhana Ball University of Waikato, Faculty of Law Child pornography and the Internet The successful regulation and control of child pornography on the internet will only be achieved when there is some form of universally accepted standard that is enforceable in every national jurisdiction. Although a complete trans-‐national consensus is problematic and unlikely, it is submitted that New Zealand should take a more proactive stance in protecting its children from the abuse perpetrated by those who trade in child pornography on the internet. Child pornography has the potential to have a devastating effect on the lives of those who are victimised by the use of this material. It is, therefore, submitted that the protection of New Zealand’s children from the adverse effects of child pornography on the internet would be greatly enhanced by collaborative efforts with the international community. It is essential that there is greater co-‐ordination and harmonisation of legislation between national jurisdictions. This will require the implementation and recognition of various international and supra-‐national instruments. It is, therefore, concluded that only through greater alignment with the global community



and its member States, in terms of legislative policy and enforcement, will New Zealand’s society be sufficiently protected from the devastating impacts that surround child pornography on the internet.

Roisin Bennett University of Auckland A political ecology of alternative education units: Institutes of education equity or holding cells for problematic students? Each year 3500 New Zealand secondary students between the ages of 13-‐16 experience alienation from the mainstream schooling systems due to long-‐term truancy, suspension or exclusion. These young people are commonly identified as being in crisis as many are dependent on alcohol and drugs, have gang affiliations, and have been victims and perpetrators of abuse. Due to the rights of all children under the age of 16 to attend school, Alternative Education (AE) units have been created to cater for these students. Through the application of a political ecology framework, which allows for the exploration of influences and power relationships across individual’s ecological systems, my research analyses the narratives presented during in-‐depth interviews, to assess how the policies surrounding AE and at-‐risk youth have been interpreted and implemented. In addition to this, the experience of the young people and their parents/caregivers is utilised to assess whether AE plays a positive role in contributing to the equitable attainment of education and social justice, or if it is merely a holding cell for undesirable and difficult students.

Claire Breen University of Waikato, Faculty of Law The United Nations Convention on the Rights of the Child as a basis of New Zealand’s legal obligations to secure the child’s right to education. Using the Convention on the Rights of the Child, this paper will examine the extent to which Aotearoa New Zealand is meeting its legal obligations to secure the right to education of children living in poverty. The paper will consider the right to education as it is understood in international law and domestic law. However, the main focus of this paper will be upon challenges to their education faced by children living in poverty. As such, it will focus on the manner in which poor health outcomes resulting from inadequate living standards impact negatively upon the child’s right to education. In so doing, the paper will demonstrate that the extent to which the child’s right to education is secured is a product of more than teaching and learning and it is dependent upon and informed by the extent to which the State is meeting other obligations towards its children such as the right to health and an adequate standard of living.


Liz Gordon New Zealand Council for Educational Research (NZCER) The silent victims – the impact of parental imprisonment on children New Zealand’s punitive criminal justice policies and high imprisonment levels are having an increasingly negative impact on the children of prisoners. This presentation considers recent research both in New Zealand and overseas, about the impact of penal and criminal justice policies and practise on the health and wellbeing of prisoner’s children. It also considers the collateral cost of Maori mass imprisonment on Maori whanau and communities. It goes on to propose policies and practises that would reduce the negative impact on children, and contribute toward reducing intergenerational imprisonment.

Nola Harvey University of Auckland/ OMEP Bilingual children in crisis: Trading-‐in firm home language foundations The paper inquires into the possible negative consequences of attending an English-‐medium early childhood service for bilingual children of a bilingual parent or caregiver who must move to a solo parent benefit under the new Ministry of Social Development regulations (July 2013). A solo parent must ensure that her/his child of three is “enrolled in and attending an approved early childhood education programme” until they start school in order to meet the new obligations from the Ministry of Social Development. A reduction of up to half the benefit is applied for failure to meet this obligation. This paper describes evidence of the linguistic and cultural costs from the loss of a shared home language between bilingual parent/caregiver and child. It addresses the questions: How is it possible that children and families must forgo their linguistic and cultural rights? And how can teachers work effectively to counter the crises in retention of home languages and identities for bilingual children? In conclusion it explores Bourdieu’s notion of symbolic violence as a basis for critiquing policy that may obligate a bilingual parent/caregiver to trade-‐in family cohesion and firm home language foundations.

Nikki Hill Waitemata District Health Board Child protection policy -‐ A collaborative approach Those working with children, young people and families have a significant role in the identification and prevention of child abuse and neglect. Addressing child abuse effectively in New Zealand is long overdue. The White Paper for Vulnerable Children emphasizes the need for services to have child protection policies. It is timely that child focused policies, aimed at preventing abuse are developed. An effective child protection policy provides a framework to identify and respond to child abuse, views the child in his/her wider context, advocates for child



wellbeing as the highest priority and values collaboration. [More over the page.] What would our communities look like if we had policies with shared definitions and principals, commitment to reporting child abuse and agreed ways of responding? It is likely we would have stronger communities that work well together. It is likely that child abuse would be prevented on many levels. It would take collaboration to a new level. Waitemata District Health Board have led the development of Child Protection Policy templates for primary care, sports clubs and community services in the Waitemata region, all of which have a commitment to reporting abuse, shared definitions and ways of responding from early intervention to crisis levels. This presentation offers ways in which these templates, and the vision that underpins them, might be helpful to your services and communities you work in.

Dorothy Howie University of Auckland, School of Psychology The voice of the vulnerable child in our New Zealand education legislation: Rights and skills. This paper addresses the ways in which vulnerable children, including children with special educational needs, are positioned within our New Zealand education legislation, particularly in terms of their right to a voice, or self-‐advocacy. A stronger right to a voice needs to be supported by teaching practices which enhance the skills of thinking, decision-‐making and self-‐advocacy, so enabling the vulnerable child and the child with special educational needs to use such a right effectively. The paper finally presents a three tiered model for making such skills available in an inclusive way, to all members of our school communities.

Emily Keddell University of Otago Early intervention, predictive risk modelling and the White paper on Vulnerable Children: some ethical considerations The current White paper on Vulnerable Children proposes several methods of early identification and intervention in family life before harm occurs. Two of these are predictive risk modelling and increased information sharing. Focussing primarily on predictive risk modelling, this paper explores the ethics of these strategies in child welfare contexts. Ethical tensions exist in the use of these approaches, both ‘within paradigm’, that is, immediate ethical issues such as privacy, pragmatic use, competing needs and interests, and resource targeting, and ‘outside paradigm’ ethical issues. ‘Outside paradigm’ ethical issues refer to the broader assumptions about the causes of child abuse and human behaviour underpinning the approach, and its intersections with the wider political


context. I will discuss these ‘outside paradigm’ issues drawing on two of Houston et. al.’s (Houston, Spratt, & Devaney, 2010) ethical axioms, that is, problematising knowledge, and approaching ethical dilemmas through dialogue with those most affected by it.

Maree Kirk BOP Down Syndrome Association Wellbeing for children with a disability in New Zealand: Achievement outcomes or vulnerable outcasts? The purpose of this presentation is to promote a deeper understanding and provide insights into a neglected area of child welfare: the meaning of wellbeing for children with an intellectual disability. It is argued that published data of Policy, Education and Human Rights and an increasing literature on disability render limited insights into the day to day experience of children with a disability and their families in New Zealand. The presentation draws on children’s voice and disability research informed by people with a disability and service providers which highlights this population of children as specifically vulnerable. The enduring outcomes for this child population are a life experience as ‘a group apart’. The conceptualised framework is discussed as a potentially interactive policy and service provision tool for educators and families to promote social inclusion and best practices approaches to wellbeing for children and young people with a disability in New Zealand.

On-‐Kwok Lai Kwansei Gakuin University, Graduate School of Policy Studies Advocating children rights in/beyond virtual spaces in 21st century: Mitigating new social media risk against children in the information age Thanks to modern information and communication technologies (ICT), new social media -‐cum-‐ communications for electronic mediated social learning are shaping the future of children at large. Cyber-‐dynamism of electronic gadgets used by parents and children revolutionizes social encounters and (e-‐)learning in 21st Century information age. The new mediated impact and social (e-‐)learning processes are enhanced with e-‐interactivity, timeliness, active participation in borderless encounters of both virtual and real social communities. All new communicative actions are changing both psycho-‐social skills and developmental norms of children and their guardians with new meanings and identities of who they are and who they will become…Yet the new-‐learning environmental challenge for us is not just for children’s learning for their basics social skills, but also the new formation of their new worldviews and psycho-‐social reciprocities in a globalizing world; resulting with the differentiated risk for human development. This paper critically discusses emerging issues for children rights (vis-‐à-‐vis the risk of the abuses) in new social media communications, in and beyond the cyber-‐spaces, highlighting: (1) contradictions of the ICT-‐enhanced new social media for human development; (2) socio-‐(r)evolutionary



power of new multi-‐media in and beyond cyber-‐encounters with new social reciprocities in the information age and beyond.

Peter Lind New Zealand Teachers Council Teachers matter It is expected that all teachers should be able to provide a safe and high quality teaching and learning environment for all children and young people in their care. Because teachers work with the most vulnerable members of our society, the public have high expectations of teachers. By its very nature, teaching is primarily a social task. Teachers not only work closely with their learners, but they also work closely with colleagues as part of a team. And, most importantly, they have to build professional relationships with parents and whānau. Therefore, it is no surprise that teachers regularly face ethical dilemmas. They need to be equipped with ways to help them address and resolve these dilemmas. On occasions teachers fail in these professional responsibilities. There needs to be a process by which issues of teacher conduct and competence can be effectively, fairly and transparently addressed.So this workshop will give an overview and some practical examples on the current work of the Teachers Council to:

-‐help teachers to grow professionally through effective appraisal; -‐help teachers use the Code of Ethics as a framework for resolving ethical dilemmas; and -‐address issues of teacher conduct and competence. Susanne Llopis Community Living ‘Can you hear me?’ – How a holistic approach incorporates the voice of children who have a disability and/or mental health issue and are exposed to poverty and abuse The effects on children who are exposed to poverty and abuse are well understood. When a child has a disability and/or mental health issue the effects are even greater. This paper will explore the additional needs of these children and their family/whanau, the role of social workers, teachers and other professionals involved. An integrated child centred approach will be applied to demonstrate how best to meet the needs of these children by using a holistic approach which examines the family strengths, areas of difficulties, and stress inside and outside the family system. By looking at the complexity of the family system, it acknowledges the importance of social services working together collaboratively in a multidisciplinary setting in order to facilitate changes within the family system which are sustainable. Case examples will be presented to share some practical solutions in order to develop better services for children and young people and to achieve positive outcomes


for this group of vulnerable children.

Jalesi Nakarawa University of Waikato, Faculty of Law The rights of the child and the best interest principle The UN Declaration on the Rights of the Child reaffirming faith in the fundamental rights, dignity, and self-‐worth of the human person was adopted by reason of the child’s immaturity, needs, special safeguards and care, including appropriate legal protection, before as well after birth. This has been incorporated into domestic law by the Care of the Children Act 2004 under the paramountcy principle: the welfare and the “best interests” of the child as the paramount consideration. The mantra of paramount consideration however provides an overwhelming challenge to the resolution of family disputes in family courts. More so when the rights of the child are in reality inseparable from the ability of one or both parents to provide reasonable day to day care. In the context of family disputes between separating couples the application of the principle is often underpinned by parental access rights cloaked as the best interest of the child. A deliberative evaluation based on the misleading ideal of the family we live by rather than the reality of the family we live with.

Sue Peacock Auckland District Health Board Being stood down from school is a cry for help Background: Young people who drop out of school are more likely to engage in risky behaviours and have negative outcomes. The ultimate negative outcome is early death. This analysis examined rates of those stood down, suspended, excluded or expelled from school among cases undergoing mortality review. Methods: As per standard mortality review process, information was collated from DHB health records, CYFS, Police, Ministry of Education, and others. Results: Seventy deaths (non-‐medical) aged10-‐24 years were reviewed. Education data was available for 53 cases. Twenty-‐three of the 53 deaths (43 percent) were stood down from school one or more times with 11 percent stood down 2 or more times. 21 percent were suspended, and 17 percent excluded or expelled. These rates are significantly higher than comparable New Zealand figures which report 1.8% of young people are stood down each year, 0.5 percent suspended, and 0.2 percent excluded. Seven additional cases were disengaged with school. 23 percent of cases had left or been excluded from school before their 16th birthday. Conclusion: Young people who subsequently die have significantly higher rates of disengagement from school. A stand down, suspension or exclusion from school is a red flag for an adverse outcome and should be seen as a cry for help.



Anne Smith University of Otago, College of Education Children’s rights to quality early childhood education Children’s rights and childhood studies theory and research suggest that children have the right to the best possible education during early childhood, and that participation in high quality programmes can ameliorate other risks to their well-‐being. Children during the early years are amazingly receptive to the benefits of positive learning opportunities, but at the same time vulnerable to stress and lack of positive learning opportunities. Our curriculum, Te Whāriki, positions children as participating subjects, knowers and social actors, rather than the passive objects of socialization, and this also is an important part of recognising their rights. New Zealand’s early childhood system has become a model of best practice for the realization of children’s rights in early childhood education. The paper argues that current government policies directed at increasing participation, watering down quality and targeting, are not supportive of children’s rights to high quality early childhood education, and represent backward steps in contrast to previous progress.

Rogena Sterling University of Waikato Gender-‐variance: From ostracism to recognition Queer, transgender, and intersex children are marginalised, if not made invisible, within the New Zealand society. As children grow, they are socialised both at home and in social and public institutions into the heterosexual performance that is imposed as ‘natural’. The limited or negative socio-‐legal space has major impacts on this portion of our population. Many of these children are forced to fit the prescribed gender regulations, ostracised by family and society, and in danger of suicide with between 20-‐40% of gender-‐variant people committing or attempting to commit suicide. Gender-‐variant and intersex children have the right to equal recognition before the law, and this includes social and public institutions. Only when gender-‐variance is recognised, and not categorised and recognised through the ‘sex’ binary will sex equality be achieved. It will provide social and legal space for invisible and marginalised groups such as intersex or gender-‐variant children and allow them to have a fulfilled and dignified life.

Julia Tolmie University of Auckland The Family Violence Death Review Committee: Recommendations and findings in respect of the most high-‐risk cases of family violence. The New Zealand Family Violence Death Review Committee (FVDRC) is tasked with the job of reviewing and reporting on deaths from family violence in New Zealand, as well as


developing recommendations on system, policy and practice improvements aimed at reducing family violence deaths. At present the FVDRC is focussing on deaths resulting from intimate partner violence and child abuse and neglect. When there is a tragedy such as a family violence homicide many of the key agencies involved with the family will review their own practice. The FVDRC is in the unique position of being able to review the whole of system response. In 2013 the Committee released its third report, which collated general data on all deaths from family violence for the years 2009-‐2010. The report also contained recommendations developed as a result of an in-‐depth regional death review process conducted in respect of nine deaths that took place during 2010-‐2011. In this presentation the Chair of the committee explains the FVDRC review process and discusses those recommendations and findings contained in the third report that have implications for the safety of children who are the victims of family violence.

Claire Troon University of Waikato Perceptions of men, who are perpetrators of domestic violence, on the effects of violence on children, the mothers of those children, and on their role as parent This research is being conducted through the Hamilton Abuse Intervention Project (HAIP), a coordinated community intervention project that provides stopping violence programmes for men who are perpetrators of domestic violence and support for the victims of that violence. This research reflects the need for more understanding on parenting within the context of domestic violence. Participants were recruited through HAIP, with the men being recruited through the Māori and tauiwi men’s programmes and the women through the Māori and tauiwi women’s programmes, or through their contact with the women advocates at HAIP. The research findings include perceptions of the impact of violence on children, on the mother’s parenting ability and on the father’s parenting ability. Perceptions of healing processes that occur within the mother-‐child and father-‐child relationship are also revealed, including views on access arrangements with children in the aftermath of violence. There needs to be on-‐going reflection on how community organisations, such as HAIP, can have a positive impact on the safety and wellbeing of victims of domestic violence and increase offender accountability. Therefore, evaluation of changes in the men’s behaviour, with regard to parenting specifically, will also be examined.

Lynley Tulloch University of Waikato, Faculty of Education The neoliberal subject and children in crisis: educating for compassion In this paper a critique of the impact of neoliberal regimes on children’s well-‐being in society is developed. From the mid-‐1980s in New Zealand, neoliberal reforms have coincided with growing income inequality and poverty and the associated social ills. The



restructuring of the economy, welfare state and the public sector in line with neoliberal ideology increases the vulnerability of young children to indicators of poor well-‐being, including the possibility of abuse and neglect (Blaiklock, Kiro, Belgrave, Low, Davenport and Hassall, 2002). This paper raises philosophical consideration of the neoliberal subject (Davies,2005). It is argued that neo-‐liberal discourse corrupts the human capacity to love (self and others), both ideologically and metaphysically. The constitution of subjects through neoliberal discourse can have dire consequences on the treatment of children. Within this discourse there are morally empty spaces where children become objectified, separated from caring communities, dominated and measured. Neoliberal language rejects social responsibility, and encourages consumer oriented individualism (Davies, 2005). The second part of this paper builds on this critique by considering a new counter to the dominance of neo-‐liberal thought within education. Drawing on the work of Jean-‐Jacques Rousseau (1712-‐1778) I argue that education can nurture innate human compassion in children, which as they grow radiates to family and community.

Emma West University of Waikato Where are our tamariki? The intergenerational effect of closed adoptions on Māori identity. Between the 1950s and 1970s significant numbers of children were adopted in New Zealand. Adoption practices of this time concurred with the philosophical thinking that it was in the best interests of the adopted child if they were raised without knowledge of their biological heritage. Amongst these closed-‐adoptions were Māori children raised by non-‐Māori adoptive parents. Although the Adult Adoption Act of 1985 enabled many adoptees to reconnect with their biological heritage, there are still adoptees unable to access their full biological history. Amongst this cohort are Māori adoptees. For Māori – ‘whakapapa is everything’, but what does it mean for a Māori adoptee? Furthermore, what might it mean for their children? This paper examines the emotional and social ramifications of being a Māori person without a known whakapapa identity. Several questions are asked. How does Māori identity empower and marginalise, include and exclude? Is living without a connection to one’s whakapapa a big deal? What support is needed for those who do seek such a connection? How might iwi, hapū and whānau reconnect with tamariki and mokopuna who have been culturally isolated?


Donna Williamson-‐Garner University of Canterbury Ameliorating the legacy of abuse and neglect: Healing a child with complex trauma This is an auto ethnographic account of the researcher’s experiences as an adoptive parent healing a child with complex trauma. The presenter provides a unique insight through detailed excerpts of journal entries and practitioner’s reports into the challenges and victories of healing a child who suffers the effects of early childhood trauma caused by severe neglect and abuse. This paper highlights the importance of the primary care giving relationship which provides the context within which “children learn about themselves, their emotions, and their relationships with others” (Cook, Spinazzola, Ford, Lanktree, Blaustein, Cloitre, DeRosa, Hubbard, Kagan, Liautaud, Mallah, Olafson, & van der Kolk, 2007, p. 4). Through a structured treatment plan of relational engagement (attachment therapy), traumatic experiential integration, self-‐regulation and cause and effect discipline techniques based on respect and natural consequences the researcher establishes a therapeutic mother /daughter relationship in which healing can take place. Through this process the neglected and abused child learns to ‘let go of resistance and begins to trust’ becoming a more authentic child; one who faces vulnerability with courage.

Melanie Wong University of Canterbury Don’t ignore me! I am normal, but just not typical. Gifted children in early childhood education in Aotearoa New Zealand According to the Ministry of Education, Te Whāriki [the New Zealand Early Childhood Curriculum] is “designed to be inclusive and appropriate for all children and anticipates that special needs will be met as children learn together in all kinds of early childhood education settings” (Ministry of Education, 1996, p. 11). However, this presentation highlights the extent to which gifted children are in crisis in early childhood education in Aotearoa New Zealand. The learning needs of these children are still often neglected by their teachers, especially the children who are twice-‐exceptional (i.e. children who are both gifted and disabled). The term of giftedness is not new to the education system in Aotearoa New Zealand. The Government acknowledges that – like other children – gifted children are entitled to access and receive appropriate educational opportunities. Nevertheless, the revised Gifted Education Policy 2012 does not mention gifted children in early childhood education. This presentation emphasises that gifted education is of particular concern in the early childhood education sector. Gifted children are entitled to have their learning needs meet and their potential realised. They also have the right to be catered for by their teachers and learning environment.



Deborah Yates Waves Trust Examining and re-‐designing our whole-‐of-‐community response to children traumatised by family violence Exposing children to violence between adults, on whom they depend for safety and care, can have a profound impact on the children’s intellectual, emotional and social development. This produces not only tragic lifelong outcomes but has a collective impact on the whole community. The Waitakere Children and Family Violence research project, commissioned by the Waitakere Taskforce on Family Violence, undertook to examine the current response to children exposed to family violence, their needs and evidence-‐based solutions for helping these children in crisis. It found that existing systems reach only a minority of children needing support. Schools, government agencies and not-‐for-‐profit services are poorly equipped to address the complex needs of children beyond providing emergency support. It has become clear that large numbers of children need help to tell someone responsible, cope with recurring family violence, and recover from the traumatic and lasting effects of exposure to it. lThis paper will outline these findings in more detail and propose a plan for a whole-‐of-‐community network aimed at building workforce knowledge and capacity and developing collaborative responses to children traumatised by violence. This initiative should dovetail with MSD’s Investing in Service Outcomes programme and the White Paper for Vulnerable Children. Vivienne Zhang & Nesta Devine Auckland University of Technology, School of Education individual and familial notions of masculine honour among two generations of contemporary New Zealand pakeha males This paper uses socio-‐biographical integrated case studies to explore what the notion of masculine honour means in contemporary New Zealand society. It investigates the life journeys, resources and constraints, and coping strategies of two generations of New Zealand males. The longitudinal nature of the socio-‐biographical method explores the genesis and developmental courses of both individuals’ biographies and social institutions, which are linked by people’s reflexive understanding of themselves and their social contexts. Social institutions such as family, school and peers structure aspirations, resources and constraints, and behaviour, including ideas about masculine honour. While socio-‐structural changes in contemporary New Zealand society can enhance the educational and career opportunities and aspirations of youth, they can also engender situations of risk. Failure to fulfil aspirations and sustain progression can negatively affect youth development. This paper explores how social policy and practice could facilitate a


socially integrated and productive life at both the individual and community levels for vulnerable sixth formers and suggests how the socio-‐biographical method could be applied to prepare and train school counsellors and social workers more effectively.

SYMPOSIA ABSTRACTS-‐ in order of title


Glocal interpretations of crisis: Beyond the rhetoric? In this forum three speakers will address the topic of glocal (both local and global) interpretations of crisis and empowerment in three distinct ways. Dr Sarah Te One and her team begin by presenting perspectives from children and young people in Aotearoa New Zealand. Margaret Stuart follows with a policy analysis that highlights the economic impacts on crisis locally and globally. Finally Dr Jayne White (with Professor Ingrid Pramling-‐Sameulsson in absentia) will present perspectives drawn from members of an international early childhood advocacy group in seven countries. Each of the presenters will provide a complex view of ‘children in crisis’ – beyond rhetoric to reality in the lives of our youngest both here in New Zealand and across the globe. There is currently a huge policy focus on vulnerable children’s wellbeing (for example, NZ Government Green Paper, 2011; NZ Government White Paper, 2012) and the detrimental long-‐term and costly impacts of child poverty (Expert Advisory Group, 2012). In what way can mechanisms such as the UN Convention on the Rights of the Child (1989), and the recommendations to New Zealand of the UN Committee on the Rights of the Child (2010) provide solutions many ask (see e.g. Caldwell, 2012; Blaikie, 2012; Egan-‐Bitran, 2010; 2012; Te One, 2012)? The panel gives an oversight of perspectives on the subject of children in crisis.

Sarah Te One Victoria University of Wellington Sarah Te One, Michelle Egan-‐Bitran, Zoey Caldwell and Rebecca Blaikie (in absentia) give voice to the children themselves. Labeling children and young people as ‘vulnerable’ or ‘in crisis’ effectively disempowers them, they argue. They propose a shift in focus which views children as agentic, capable and competent; it is the circumstances that children find themselves in that create vulnerability and crisis. Instead, when adults create the space for them, children and young people make valuable contributions to discussions about matters that concern them. Very often existing structures at both government and community level do not include adequate processes to hear their voices, let alone act on what has been communicated. The team researched children and young people’s views on a range of policy issues such as the Green Paper on Vulnerable Children, the health and wellbeing of Maori rangatahi, taiohi, mokopuna and children’s and young people’s solutions to child poverty. Their paper makes clear what the children and young people think about matters that concern them such as what it’s like to be a child or young person and a member of a community; who should be there to help children and young people; what should be available to support children and young people; and, most importantly, why adults should listen to what children and young people have to say.


Margaret Stuart Te Tari Puna Ora o Aotearoa/NZ Childcare Association Margaret suggests that Early Childhood Education teachers may meet new challenges, if, as Social Development Minister Paula Bennett plans, they begin working with ‘hard to reach’ children (Welfare Reform Paper E, 27.7.12). Under this social obligations plan, possible sanctions and compliance testing will be applied by Ministry of Social Development case managers to beneficiaries with young children. The Minister hopes that such children, by gaining good educational foundations, will avoid the likelihood of becoming adult beneficiaries themselves. Foucauldian genealogical discursive analyses of governmental policies reveal that state biopolitical anxieties about the poor are not new. Such ideas are intertwined with states’ economic management of perceived risks to the body politic. Economic ideas now accepted as universals are not neutral, but heavily influenced by racist ideas underpinning American 1960s research, where theories about poor populations have become economic proxies for ‘risky’ populations in this country. Policies which arose in the specific contexts of the United States of America should be not uncritically imposed on the poor in New Zealand.

Jayne White University of Waikato Jayne and Ingrid Pramling (in absentia) quote Paul Standish -‐ "there is agreement in judgments. But how the response to those judgments is realised is always cultural" (2012, p. 2). Based on this view they explore perspectives on children ‘in crisis’ from across the world. They suggest that making judgments about what constitutes 'crisis' for very young children is not necessarily agreed universally, though clearly there are some commonalities across many countries (as evident in UNCROC agreements, for example). Their presentation will examine the local rhetoric and reality of 'crisis' for children in several countries across the world. To do this they drawn from reports of an international advocacy group -‐ Organisation Mondiale pour l'Education Préscolaire (OMEP) -‐ from, Bulgaria, Cameroon, Chile, China, France, Italy and United Kingdom. The authors provide a contextualised perspective on 'crisis' -‐ what constitutes children ‘in crisis’, and how this plays out in the contexts of different countries. They conclude by presenting a view of ‘crisis’ that takes account of children as global companions with local priorities and, in doing so, position the rhetoric of crisis within the bounds of lived experience for young children and their families across the world.



Leaving care in New Zealand – Implications for policy and practice It is proposed to hold a symposium on Leaving Care in New Zealand, presenting papers looking at international and research perspectives; the experiences of delivering direct services and implications for positive practice; and the direct experience of care leavers and their suggestions for policy and practice development. This would then be followed by a panel discussion from presenters to answer questions from the audience.

Nicola Atwool University of Otago The transition from state/NGO care to adulthood international best practice This paper highlights the difficulties that young people leaving care face, the international literature and New Zealand research on leaving care. It goes on to explore what makes a difference to the experience of leaving care, looks at the current situation of supporting care leavers in New Zealand and the current challenges.

Amee Nicholson, Davinia Abbott & Sharna Cocker Dingwall Trust Transition services in New Zealand – what works in practice This paper highlights the work of specialist ‘transition from care’ services offered in the Auckland region. Speakers will share the philosophy and model of practice of a comprehensive and holistic transition service. Drawing on qualitative evaluation research into the outcomes for care leavers that participated in Dingwall Trust’s Launch Care to Independence programme, key aspects of the transition service will be discussed. Additionally findings from an evaluation of the Personal Advisor role identifies what makes this relationship a powerful tool for supporting youth in a time of change, crisis and growth. The paper suggests key practice guidelines for supporting foster youth throughout the country in their journey from care to independence.

Tupua Urlich Youth Hearing it from the experts – The Young People’s Experience of Leaving Care This paper highlights the direct experiences of a group of care leavers and looks at what happened in their transition from care – what worked and what didn’t, the pitfalls and the successes and makes suggestions for future policy and practice development to support transition from care to independent living in New Zealand.


Predictive risk modeling and child maltreatment: is it effective? is it ethical? New Zealand's Ministry of Social Development commissioned a study to find out whether it was possible to use administrative data to identify children at risk of maltreatment. The study was undertaken by a cross-‐university team of researchers based at the University of Auckland’s Centre for Applied Research in Economics who were provided with a data set linking administrative records from NZ's benefit and the Child, Youth and Family child protection systems. The researchers developed a predictive risk modeling (PRM) tool using an algorithm with significant capacity to ascertain and stratify children’s risk of experiencing maltreatment in the future, generating a risk score that could be sent to frontline staff or agencies for response. This symposium will consist of two presentations, by members of the team who developed the PRM tool currently under consideration for inclusion in the Vulnerable Children initiatives. A third member of the team, Dr Irene de Hann of the University of Auckland’s School of Counselling, Human Services & Social Work, will be present for discussion

Rhema Vaithianathan University of Auckland, Department of Economics Children in the public benefit system at risk of maltreatment identification via predictive modeling A growing body of research links child abuse and neglect to a range of negative health outcomes. Determining a child’s risk of maltreatment at or shortly after birth provides an opportunity for the delivery of targeted prevention services. This study presents findings from a predictive risk model (PRM) developed to estimate the likelihood of substantiated maltreatment among children enrolled in New Zealand’s public benefit system. A data set of integrated public benefit and child protection records for children born in New Zealand between January 1, 2003, and June 1, 2006, wasused to develop a risk algorithm using stepwise probit modeling. Data were analyzed in 2012. The final model included 132 variables and produced an area under the receiver operating characteristic curve of 76%. Among children in the top decile of risk, 47.8% had been substantiated for maltreatment by age 5 years. Of all children substantiated for maltreatment by age 5 years, 83% had been enrolled in the public benefit system before age 2 years. This analysis demonstrates that PRMs can be used to generate risk scores for substantiated maltreatment. Although a PRM cannot replace more-‐comprehensive clinical assessments of maltreatment risk, this approach provides a simple and cost-‐effective method of targeting early prevention services.

Tim Dare University of Auckland, Department of Philosophy Predictive risk modeling and child maltreatment: ethical challenges [on next page]



The potential benefits of the Vulnerable Children PRM are considerable and are of obvious moral value. However the application of predictive risk modeling to child maltreatment also has very clear ethical risks and costs, including those generated by predictable false positives, by the possible stigmatization of already vulnerable populations, by the probable use of data without consent, by predictable resource allocation issues the tool will raise, and by difficulties in designing and implementing effective interventions. This paper asks whether these ethical costs can be ameliorated or completely addressed, and whether those that cannot be addressed outweighed by the very considerable ethical benefits that might be delivered by the tool.

Irene de Hann University of Auckland, School of Counselling, Human Services & Social Work (will be present for discussion)

Speaking about the unspoken: Social perceptions and sexual norms in the lives of children and young people in Aotearoa New Zealand The ancient Greek word Crisis (κρίσις) means a crucial or decisive point or situation; a turning point. This meaning of crisis has been used to explore three aspects of sexuality in the lives of children in Aotearoa New Zealand. Findings from each initiative – the sexualisation of girls’ fashion as an expression of tween culture, adults’ perceptions of primary school children’s sexual behaviour, and how young intellectually disabled people’s sexuality is considered and supported – are presented. How dominant social and developmental norms can unwittingly influence contemporary views about young people and the promotion of ‘problematic sexualised behaviour’ in each case is evaluated. Time at the end of the session is included for participants to consider this crisis in Aotearoa New Zealand society – these conversations are frequently hidden or sensationalised. What responsibility do we hold for young people to become more knowledgeable about contemporary socio-‐sexual customs, yet also to keep safe in the context of their own socio-‐sexual development?

Ashlie Brink University of Waikato Childhood as an ever changing social category: an exploration to understanding tween social worlds A quick glimpse into tween fashion, weekly magazines, parenting books and talk-‐back debates reveal a real concern, a moral panic even, for children and childhood in developed Western cultures today. Many identify childhood as a loss, childhood as a dying age or a death of childhood and parents feeling disempowered to do anything about it. Do children in Western cultures ‘grow up too soon,’ dress and act too provocatively – too sexualised,


become ‘adults’ well before their time and are they under pressure to grow up too quickly? Media depictions of ‘tweens’ suggest that they are constructed as a particularly vulnerable group that need guidance and protection from their deemed loss of innocence. However, there are also contradictory suggestions that this is a group which is powerful, strong and can make their own decisions, are encouraged to take risks and celebrate and express their sexual identities. This presentation will expose these contradictions, and current literature will be examined about how tweens are often caught within these dualisms, trying to position themselves as a powerful group yet, pulled by another aiming to protect and guard their vulnerability. A concern raised in the literature is that young people in an attempt to express their sexual identities may put themselves in difficult situations which they are unable to negotiate.

Paul Flanagan University of Waikato Unpacking teachers’ and parents’ talk about childhood sexuality: Discourses of harm, health and protection Children who engage in perceived sexual actions face possible marginalisation, isolation and exclusion in schools. This researcher’s counselling practice noted numerous examples where effects of adults’ understanding have led to over reactive and punitive responses on children. This research presentation complements a political ethic of social justice and supporting children’s agency – that is, childhood as being and becoming. Teachers and parents of primary school children were interviewed as part of a current doctoral project on discourses of childhood sexuality in Aotearoa New Zealand. In focus groups and individual interviews, 6 teachers and 7 parents of children in one primary school responded to a series of vignettes on children’s actions which were designed from counselling and anecdotal evidence of children’s experiences in New Zealand schools. Participants’ thoughts, ideas and reflections, including personal stories, were stimulated by the vignettes. Their understandings and perceptions of sexuality in childhood are explored, and discursive positionings for children in both the vignettes and participants’ responses are examined. The crisis for children is located in multiple positions shaped by culture, community values, personal histories and ideas of childhood and sexuality.

Carol Hamilton University of Waikato Sexuality, vulnerability and young intellectually disabled people: commenting on a hidden issue Violence against disabled children is a serious problem, with intellectually disabled children at particular risk of physical, social and sexual cruelty. Social stigma, discrimination, lack of support and heightened vulnerability are all contributing factors. Yet reliable estimates of the extent of the problem are extremely hard to find. This



presentation details some matters arising from an initial investigation into the sensitive issue of sterilization use and young intellectually disabled people in New Zealand. Information taken from a current study, international research findings, media reports, Health and Disability Commission complaint proceedings, support organisations and policy documents brings together a number of ideas about this complex issue. These provide a starting point for a more detailed exploration of the long-‐term impact of social violence on, for a start, the lives of young intellectually disabled girls and women in this country. It is hoped that this presentation will stimulate further discussion about ‘where too next’ regarding this difficult and often hidden topic.

Māori and Hawaiian traditional knowledge and understandings of childrearing This presentation is a joint symposium with Te Kotahi Research Institute (University of Waikato) and The Queen Lili'uokalani Children’s Center (Hawaii) that explores traditional Indigenous knowledge and protocols as models of Indigenous childrearing practice. ‘Te Pā Harakeke’ refers to the flax bush. It is a framework for wellbeing and ways of being within a whanau context. This framework will provide the foundation for discussion by Māori researchers of cultural approaches to childrearing as practiced by our ancestors. Presenters will share whakataukī (proverbial sayings) and mātauranga Māori (Māori knowledge) that highlight Indigenous approaches to children and childrearing. The concept of ‘Kuleana’ informs understandings passed through Hawaiian traditions and generations in taking care of children and their families. Dr Miller of the Queen Lili'uokalani Children’s Center will discuss traditional mo'olelo (stories) in relation to child rearing and their role as a Hawaiian social service agency working to provide support for Hawaiian children and their Ohana.

Jamee Miller Queen Lili'uokalani Children’s Centre Queen Lili'uokalani Children’s Centre: An answer to Kanaka Maoli children in poverty The QLT was created by Mo'i Wahine Lili'uokalani, the last reigning Queen of the Hawaiian Kingdon who was illegally overthrown by American business men in 1893. Although she was dispossessed of her Kingdom, Queen Lili'uokalani lived a long life dedicated to the wellbeing of her people. She understood that her role was tied to her mo'oku'auhau and not a title. Up until her death in 1917, she persevered and never gave up hope to regain her Kingdom for her people. A woman well versed in both Western ways and Hawaiian way of life. She was fluent in the Hawaiian language and a prolific song writer. A great example of her perseverance and character is the legacy she left for future generations. This legacy is known as Queen Lili'uokalani Children's Center, the only


Hawaiian social service agency since 1909. The successful existence of Qlcc is based on the organizations founding traditional values and belief of kuleana or responsibility, where one not only knows their role in society but can also exercise their role. This presentation will focus on the concept of kuleana passed on through traditions and generations in taking care of children and their families. It will include some traditional mo'olelo in relation to child rearing and our role as a Hawaiian social service agency.

Rihi Te Nana (Ngā Puhi, Te Ātihau nui a Pāpārangi) Te Kotahi Research Institute, University of Waikato Tiakina Te Pā Harakeke: Traditional Maori views on childrearing This presentation provides an overview of the Māori research project Tiakina Te Pā Harakeke’. ‘Tiakina Te Pā Harakeke’ is a project focused upon traditional Māori knowledge and protocols as models of Indigenous childrearing practice. ‘Te Pā Harakeke’ refers to the flax bush. It is both a metaphor and model for wellbeing and ways of being within an whānau context. . The project provides access to the wisdom and approaches of a diverse range of people who have depth knowledge in traditional Maori knowledge and childrearing practices. A key objective of the project is to provide information and evidence based knowledge to our communities that helps to identify, learn and practice positive, cultural approaches to childrearing as practiced by our ancestors.

Donna Campbell (Ngā Puhi, Ngāti Ruanui) Te Kotahi Research Institute, University of Waikato Te Pā Harakeke: A model for tamariki ora Harakeke (flax) is viewed by Māori as a taonga, an important cultural signifier relating to the wellbeing of the whānau and the health of the whenua. The practice of weaving customary materials connects the maker to cultural ways of being/knowingness that becomes apparent through the intimate engagement with the materials of the whenua. Embodied knowledge within this cultural practice often arises through this tactile and kinetic engagement which leads to understandings and awareness of cultural identity. This presentation sets out to explore indigenous knowing, in particular how the physical and conceptual knowledge surrounding Te Pā Harakeke provides knowledge that can support the wellbeing of whānau and provide a context for health childrearing practices. It will include the discussion of whakatauki (proverbial sayings) associated with Te Pā Harakeke and the meanings and learnings that they provide us in contemporary Aotearoa.

Hineiti Greensill & Jenny Lee Te Kotahi Research Institute, University of Waikato (will be present for discussion)

WORKSHOP ABSTRACTS-‐ in order of presenter name


Pauline Bishop, Jenny Ritchie, Carol Smith Department of Education, Te Whare Wānanga o Wairaka, Unitec Institute of Technology Ngā tikanga a ngā mokopuna This workshop, led by a group of early childhood teacher educators, will facilitate a discussion prompted by this initial narrative: “My mokopuna, who is 7 years old, attends a state primary school in the total immersion te reo Māori unit. The school had a "(name of the school) has talent" competition. When I collected my mokopuna she told me that she had met a new friend who was one of the competitors in the competition. I asked her if she entered the competition. "Kao, Nana, ngā te mea ngā kaiwhiriwhiri he Pākehā. Kare e mōhio rātou taku waiata" (No Nana because the Pākehā judges would not understand my waiata).” “What rights does my mokopuna have to her identity and to be able to portray and live her identity as Māori, and to have her way of knowing being and doing being accepted? What are the ongoing consequences for her of having to make a decision as to how she should present herself so that she might achieve in the best way she knows how? What are her rights? Does she learn that in her own whenua, to be and practice being Māori, she can only do so in kaupapa Māori contexts? Is te reo Māori not an official language of Aotearoa New Zealand?” “As citizens, parents and educators we need to be vigilant and constant in our attempts to ensure that the needs of whānau Māori and tamariki Māori are attended to and catered for. This presentation will facilitate a discussion of ways in which we might better attend to upholding the rights of Māori children to their own ways of knowing, being and doing (Ministry of Education, 2009).” The discussion will be augmented by drawing upon a recent publication (Rau & Ritchie, 2011) which discusses the rights of Māori children.

Evelien Carrein Shine KIDshine-‐ Bringing children back into the light Shine is a national domestic abuse charity that aims to make homes violence free. KIDshine is an integral part of this. KID shine is a home-‐based early intervention for children who have been exposed to domestic abuse. Children who are exposed to domestic abuse in their homes are always affected. In 60 percent of all incidents reported to police, children were present, but often invisible. At KIDshine we want to give those children a voice. We visit the family following an incident of domestic abuse and help them talk about what happened. We develop safety plans with them for when a frightening incident happens again. This interventions leads to stronger relationships between siblings and mother, a general increase in confidence of the child and mother, and a better understanding around the dynamics of family violence. This workshop will offer an opportunity for discussion and sharing ideas about helping children recover and thrive.


Liz Devine Child Matters Looking out for vulnerable children “It takes a village to raise a child” and it takes a community to keep them safe. Vulnerable Children are not protected by the involvement of one agency, or of one professional, but instead by the individual and collective efforts of all those who know them, work with them, engage with them, and care for them. People who work with children and families every day are best placed to notice if something isn’t right, offer support and speak up if they are worried. However, often those very people have been given limited, or no information, included as part of their professional education. To effectively safeguard vulnerable children, people need to have the knowledge, confidence and support to know how to recognise that a child is in need of protection, and what they can do if they are worried. This workshop will explore the different types of abuse that affect children in New Zealand, provide basic awareness around some of the warning signs that indicate that a child may be vulnerable to abuse, and what to do if you are worried about a child.

Diti Hill University of Auckland/OMEP Circles of influence and circles of concern: What is the role of a small NGO in effecting change that is in the best interests of children? In this workshop selected thoughts, actions and decisions from the July 2013 World Organisation for Early Childhood (OMEP) meeting and conference in Shanghai, China, will be shared and discussed in order to prompt discussion on how these international thoughts and actions might be relevant to children, especially those in crisis, in Aotearoa New Zealand. As a small local NGO and member of the international body, OMEP Aotearoa New Zealand is committed to national issues and concerns, to issues and initiatives in the wider Asia Pacific region, as well as to more global matters. However, questions of viability and effectiveness arise when the small membership, limited funds and the voluntary nature of calls to action are taken into account. Could small NGOs work more effectively alongside larger organisations? In 2013 UNICEF is setting up a funded early childhood regional network for 31 Pacific Island nations. OMEP has been asked to support this initiative. What can be done that will be both lasting and effective? How can small NGOs with large concerns achieve manageable objectives that are robust and will benefit children in the long term?

Kati Knuuttila Starship Children’s Health Power to protect – preventing shaken baby syndrome in new Zealand Shaken Baby Syndrome (SBS) is a description given to serious inflicted head injuries, that are often caused by violent shaking or shaking combined with impact. The median age for the victim of SBS in New Zealand is five months. On average, 20 babies are admitted to



hospital around New Zealand every year with such injuries. There is evidence that many more babies in the community may be shaken, than are admitted with a recognised head injury. In New Zealand, Maori infants are disproportionately affected by SBS. The Shaken Baby Prevention programme includes information about infant crying, and the dangers of shaking a baby. It also provides helpful tips to support parents on what they can do if they are feeling stressed, and where they can go for help. The program is aiming to be empowering without blame and punitive measures. It gives a unique opportunity to provide effective, simple and consistent education about infant crying and the harm caused by shaking. Collaborative implementation of a programme has been done successfully in different organisations around New Zealand. Adopting simple messages that are given to all families can help to keep babies safe and healthy. We have the power to protect.

Briar O’Connor, Peter O’Connor Applied Theatre Consultants Ltd Everyday Theatre Everyday Theatre was conceived as a way of engaging young people in discussions around these topics. All too often, children—who are at the very heart of the issue—are left out of the debate. People talk ‘about’ them, but not with them. Everyday Theatre engages students from Years 7 & 8 classes to talk about the issues safely, through the frame of an interactive ‘video game’ played out dramatically. This workshop will offer delegates the chance to participate in a condensed version of Everyday Theatre, enabling an understanding of how children have used the theatre process to safely discuss these sensitive issues. Quotes from children will be offered as examples of their responses within the programme, and the theoretical underpinnings of the process and the programme will also be outlined. Applied Theatre Consultants Ltd (ATCo) is an organization committed to creating high-‐quality aesthetic experiences with non-‐actors around issues of social justice and public health. ATCo uses dramatic conventions and techniques to safely investigate issues from a wide range of perspectives. Using applied theatre pedagogy, participants become actors and agents in control of the dramatic conversation. In doing so, they have the opportunity to discover what it is to be other than themselves.

Dorothea Pienaar, Leoné Pienaar Play Therapy New Zealand A dance-‐sing bird Over the years Dorothea has worked extensively with traumatised and abused children. She has worked for 15 years in New Zealand and before that in South Africa, with ongoing workshops at tertiary institutions and with teachers in South Africa, Zimbabwe and Peru. In New Zealand, at the schools and through Play Therapy NZ, the children have presented from different communities, homes and foster care, and abuse and trauma have always been the central themes for the children. A short discussion will be held, referring back to


the white paper that has recently been published. The workshop will then move on to methods used in play, with music and the creative arts, to help the healing of the children who have been through and survived abuse. A basic short children's story, "Tico", will be used, which is about a bird born without wings. His journey leads to finding himself and acceptance of who he is. The magical component in the story adds to the process. Some children's songs to accompany this story, as well as basic props like scarves and boxes, will be used to illustrate a short moment in the healing journey and then the groups can take over and present to us towards the end of the session. A few minutes will be used at the end to tie the session together and a handout will be given. The healing process is an important step where prevention has not been successful yet.

Charlotte Robertson Auckland Kindergarten Association/ OMEP What are the costs for children of prisoners? Children are not responsible for the crimes others have committed yet when a parent is imprisoned many children pay for their parent’s misdemeanour by ‘doing time’ harder than the prisoner. While there are an estimated 20,000 children affected in Aotearoa New Zealand (National Health Committee, 2008), they are a hidden population, the innocent victims, who have become one of our most marginalized groups of children. For some children incarceration of a parent is a welcome relief, however for others it can be a traumatic and continuing loss. Children’s lives are affected by every process, and consequence, in their parent’s judicial journey; arrests, court proceedings, imprisonment, visiting, parole, rehabilitation and reintegration. This workshop will focus on identifying how children are affected and practical ways adults can support children and their families.

Lynn Rupe Educational Leadership Project (ELP) Toku reo toku ohooho-‐ My language my awakening This workshop looks at the importance of building resilience for children through the acknowledgement of their individual language, culture and identity being deeply understood. Often we have a single story of other cultures, a story made up of assumptions and preconceived ideas. From this perspective we create stereotypes which may or may not be based on fact. Participants are invited to think about societal prejudices toward various cultures -‐ particularly the systemic prejudice toward Māori culture. Drawing on the conclusions of Ungar regarding resilience in children this workshop considers the importance of creating a sense of belonging for all children and the negative consequences such as suicide when this crucial factor is missing. The workshop asks the question -‐ if we are treating all people the same why are the social, health and education outcomes not equal? Early childhood education has the ability to start making positive changes to these outcomes but only when we take a reflective look at our own world view.



It is a matter of equity and equality. One of the questions for the future of education is whose view of what success and knowledge should we be aspiring to?

Kelly Smith, Deb Stanfield University of Waikato, Waikato Institute of Technology Exploring hesitancy in professional decision making around children and young people at risk: Managing apprehension. Risk means different things in different contexts and there are many ways in which to conceptualise and manage risk. With risk prediction and management, regardless of the context or professional role there are always innumerable decisions to be made.When conceptualising risk important decisions need to be made, often in an urgent and critical manner. Professionals working with children and young people who are ‘a risk’ or ‘at risk’ are often fearful of making the wrong decisions, especially when determining levels of risk and the corresponding risk management approach. It is important that professionals working with vulnerable children take time to critically evaluate the inherent conflict that exists between child protection and child support in terms of ‘best practice’ and the rights of children. A professional’s worldview, life experiences and professional knowledge amalgamate to inform their decision-‐making processes around risk. Despite the fact that professionals should never work with vulnerable children autonomously there is still an individualised response to risk assessment and management process that requires consideration and reflection.

This presentation will offer participants an opportunity to explore concepts of risk based on recent literature available in the field of child protection social work. It will also provide an opportunity for an interactive facilitated reflection on the personal and professional factors that impact on our everyday response to children at risk.

cic programme- final spell check t · 2013. 9. 26. · programme) 2)...

Documents