This paper addresses the question: Are the consequences of child sexual abuse moderated or exacerbated by the family, the legal system and other support structures which are involved following disclosure? To answer this question, the present study employs a methodology which enables the young women to discuss their experiences and feelings in each of these areas. Through a four stage interview process, in- depth data was gathered from five young women whose cases had been dealt with through the legal system, and from their mothers.

Given that little research has been undertaken in this area, particularly in Australia, the current work focuses on the ability of these groups to provide acceptance and validation subsequent to disclosure, and the resulting responses of the young women. The study concludes with a discussion on the effects of the response of the family, the legal system and other support on the young women, and raises some issues crucial to addressing societal response to child sexual abuse. Suggestions for further research are also offered.

In the last edition of Children Australia [18(3)], I started an interview with a woman who came to see me several years ago claiming that her child was both sexually and physically abused by his teacher. At considerable cost to herself and her family, she has refused to ignore the abuse her child suffered and the lack of action by the authorities.

PART TWO of the interview commences with discussing her son's disclosure.

Research on young people transitioning out of the childcare system and into young adulthood is inevitably reductionist in that it is unable to take into account the many complex forces that play a role in the development of a child from birth, into and through the care system and on to adulthood. Consequently, studies on the outcomes of care-leavers need to be interpreted with care and thought. This paper serves to illustrate these challenges in research and the various ways that research results can be interpreted by drawing on data from a study being conducted in a residential care programme in South Africa. Demographic, pre-care and in-care variables of a sample of care-leavers are compared with a set of independent living outcome variables a year after aging out of care. Unanticipated results are contrasted with those that were anticipated, and multiple interpretations of the same results are provided. Because of this, the author calls for judicious and humble use of research results when making judgements about the outcomes of care-leavers and the effectiveness of child welfare interventions.

Interviews with children aged from 5 to 8 highlighted their vulnerability to molestation. This vulnerability is based in part on children's developmental levels. These include a limited capacity for abstract thought which renders some well intentioned attempts at child protection ineffective. Designers need to consider these developmental limitations when they develop child protection programs. Common parenting practices are also implicated in the perpetuation of children's vulnerability. These practices make it unlikely that a child would have the confidence to report adult-initiated sexual misbehaviour to a parent. Education is necessary to inform parents about ways in which they can reduce children's vulnerability by changing their own practices.

In the last fifteen years a great deal of material has been published on child sexual abuse. All violence within the home retains a significant element of secrecy, but child sexual abuse has remained a shadowy secret longer than other forms of intra-familial assault. The battle to draw attention to physical abuse of children within the family was hard fought but controversy over child sexual abuse retains its intensity.

There are disagreements over the scale of the problem (Glaser and Frosh, 1988; Search. 1988) and the research findings concerning the effects of child sexual abuse vary ‘wildly’ (O'Hagan, 1989:53). Some myths about the problem however, have been successfully challenged. The stranger is no longer seen as the main danger and it is recognised that most perpetrators are members of the victim's immediate or extended family or known to the victim (Goddard, 1988).

In the Macquarie Dictionary, a family is defined as “parents and their children, whether dwelling together or not”. To be a couple with no children puts one outside of this category when family is defined in that way. Indeed, it is only recently that the term “single parent family” has been coined and accepted as an alternative type of family structure. Prior to the seventies the reference was to the “single mother and her child” and earlier still, “unmarried mothers” and “illegitimate children” — “fillius nullis”, child of nobody, until the Children's Equality of Status Act in 1977.

Society still appears to hold the nuclear family as the ideal2 that is a male and a female, preferably married with one or more children. A couple remain a couple and are not considered a family until such time as they have a child. For those who wish to have a child but are unable to have one, this constitutes a painful situation, but one towards which society feels compassion and in the view of the author, supports the notion that couples are entitled to a child.

When a convicted or alleged child sex offender is living, or having contact, with his own children or stepchildren, the obvious worry is that these children are victims or will become victims of sexual abuse. One way of determining the risk of this occurring is for the convicted or alleged offender to undergo a forensic sex offender risk assessment. In this article I raise questions regarding the usefulness of sex offender risk assessments within the statutory child protection context. Most importantly, I ask whether static and dynamic risk assessment instruments can accurately predict the risk an alleged or convicted sex offender poses to his own children. I conclude that ‘high’, ‘moderate’, and ‘low’ risk outcomes of forensic sex offender risk assessments in the child protection context are unreliable and can result in error, and explain that these errors have consequences that, within the child protection context, have consequences that can be dangerous to children.

The purpose of this paper is to report on new parents’ experiences of using the available range of parenting resources that help to guide parenting choices and practices. Using a semi-structured interview schedule, 30 participants were asked about their engagement with parenting resources. The types of resources considered most salient to the participants of this study in Victoria, Australia, included professional services, peers, family and friends, and written material. On the whole, these parents valued expert opinion when they encountered problems but experienced a level of frustration when they did not ‘feel heard’ by professionals or when faced with mixed messages. While they reported some resistance to overt advice offered by family and friends, especially if the information was considered ‘out-dated’, they relied heavily on informal advice and support from peers, even if this was supported only by anecdotal evidence.

Words not only describe and define events, but also describe and define those who use them. Recent media coverage of the rescue of an American Air Force Captain from Serb-held Northern Bosnia, and the slaughter of a family in Melbourne by a severely disturbed man used the term ‘Rambo’ for both stories. In the same newspaper, the activities of child molesters in Asia were described under the heading ‘Child love’. The importance of the words used to describe assaults on children was recognised in a recent Victorian Crime Prevention committee report.

Prevention approaches are an important response to the problem of child abuse. Although there have been repeated calls for closer parent-teacher cooperation in prevention programs, such alliances have been far from satisfactory to date. Reasons for poor parent-teacher partnerships are based on social reluctance to intervene in the family unit and the mutual reluctance of teachers and parents to engage in a meaningful alliance. Part of the reticence of teachers to involve parents lies in their lack of confidence relating to the delivery of the child protection curriculum. These problems are explored and some suggestions for change are offered.

At the Victorian Child Trauma service, we are using a sensorimotor framework to help children recover from their experiences of trauma. Informed by the work of Pat Odgen, this approach helps children to feel safe, aware and connected to their bodies and minds. In this article, we will describe the development of a group program incorporating sensorimotor principles, with the aim of helping children to regulate and engage in healing relationships. Group outcomes suggest that the use of sensory elements and principles in guiding our group program helps dysregulated children to establish safety and connection in meaningful ways with those around them.

In this article, the authors describe the development, piloting and evaluation of a parenting programme delivered to Aboriginal families of young children in remote NSW. The parenting programme was based on Parents as Teachers, an evidence-based early intervention and prevention home visiting programme that draws on child development theory, and was developed in collaboration with representatives from the local Aboriginal community. The impetus for the programme came from concern about the poor early learning and child wellbeing indicators in this community, pointing to the need for early parenting support that could be effectively delivered by trained Aboriginal workers in a remote area where early childhood resources were very limited. The sessions, implemented within a group setting, were structured and intensive. Six topics identified as being most important to parents of children aged from birth to 18 months, and six topics for parents of children aged from 18 months to 3 years were presented, with three sessions developed for each topic. An evaluation of the programme to date revealed that parent satisfaction with the programme was very high, as were reports of increased knowledge of child development and parenting skills, and increased connection with other families. Aboriginal staff valued the structured programme and resources that were developed. They reported increased knowledge of child development and how to run groups effectively, and observed positive changes in the participating families.

This is the second of three articles dealing with the co-ordination of services for children and adolescents suffering with emotional and behavioural disturbance. It describes the structures, process and findings of a Project established by State Government agencies in Western Metropolitan Melbourne during 1992-1993. The aim of the Project was to develop a model of co-ordinated services to better meet the needs of this group. The third article will describe the model.

Sibling groups placed in out-of-home care are often separated due to the relatively small number of caregivers who are able to care for large sibling groups, as well as the individual needs of the children. This article briefly explores the complexities of sibling placement within the international, national and Victorian contexts. It continues with a description of the Oz Child Sibling Group Placement Program which was implemented in Victoria's Southern Region to place sibling groups of three or more children together in foster care. The results of a review of the program are presented, including referral statistics, placement data and caregiver feedback. The article concludes with the consideration of recommendations for change as a result of the review.

This article is about program evaluation for child and family services. It sets out to offer some basic frameworks for thinking about program evaluation and about the issue of program effectiveness. A rationale for the emphasis on effectiveness is identified and then linked to three areas of possible measurement. These areas, changes in user/client condition, quality of services provided and user/client satisfaction, are then considered in more detail. Finally, it is argued that service users/clients will gain from program evaluation exercises. The evaluation of services contributes potentially to an improvement in the effectiveness of child and family services so service users/clients obtain benefit from such evaluations.

The ‘new’ American solution for abused and neglected children — Intensive Family Preservation Programs — are being heavily marketed to Australians. Victoria and New South Wales have enthusiastically embraced the idea with pilot programs based on American statistics proving its value in maintaining children with their families and improving their safety. No matter that the Americans themselves warned that evaluations showed that out of home placements rate was no higher for families that did not receive the program and that the programs came from a country whose own Advisory Board on Child Abuse and Neglect described the child protection system as a ‘national emergency’.

This paper was commissioned for this issue of Children Australia to integrate perspectives of the caring team and its broader social context.

This paper was presented at a seminar on ending the physical punishment of children, held in Melbourne in September, 1994.

The Lighthouse Foundation provides long-term accommodation to young people aged 15–25 at risk of homelessness, through a therapeutic model of care. This paper will explore its application to young people with histories in the out-of-home care system and those who are leaving care, by focusing on a four-stage process of recovery and the unique experiences it raises for this population based on their history. Drawing on themes identified through our practice with vulnerable young people, it is proposed that key elements of the programme and process hold particular relevance to the long-term recovery of this population, including the provision of stable and consistent therapeutic residential workers, an integrated care team, and the capacity to work with the young person beyond his or her eighteenth birthday. (Please note, no specific examples of young people are provided, rather the article will present observed themes at the various stages of the Therapeutic Family Model of Care.)