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香港小學學生輔導 專業人員協會

香港小學學生輔導 專業人員協會. 虐兒個案與家校合作的關係 30-5-2008 3:20-4:20 p.m. Case Study 1. Case Study 2. 皮篋焗死子 夫婦同判囚. 第二十四條：　兒童的權利. 《 人權法案 》 第二十條使公約第二十四 ( 一 ) 及二十四 ( 二 ) 條 即 — 所有兒童有權享受家庭、社會及國家為其未成年身分給予之必需保護措施，不因種族、膚色、性別、語言、宗教、民族本源或社會階級、財產或出生而受歧視。 。. 虐待兒童問題.

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香港小學學生輔導 專業人員協會

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  1. 香港小學學生輔導專業人員協會 虐兒個案與家校合作的關係 30-5-2008 3:20-4:20 p.m.

  2. Case Study 1

  3. Case Study 2 皮篋焗死子 夫婦同判囚

  4. 第二十四條：　兒童的權利 《人權法案》 第二十條使公約第二十四(一)及二十四(二)條 即 — 所有兒童有權享受家庭、社會及國家為其未成年身分給予之必需保護措施，不因種族、膚色、性別、語言、宗教、民族本源或社會階級、財產或出生而受歧視。 。

  5. 虐待兒童問題 如根據《兒童權利公約》提交有關香港的第一次報告第9及201段所述，防止虐待兒童工作小組負責統籌防止虐待兒童方面的工作。 工作小組由社會福利署署長擔任主席，成員包括執業律師、臨床心理學家、社會工作者、教育工作者及醫生。工作小組並由關注虐兒問題地區委員會協助推展工作。該等委員會負責在地區層面，協調各方面在促進公眾認識虐兒問題的工作，以及協調各方面處理虐兒問題的措施。

  6. 新舉報虐待兒童個案 (二零零七年一月至十二月) • 新舉報虐待兒童個案 (二零零七年一月至十二月) http://www.swd.gov.hk/vs/chinese/stat.html

  7. Relationship between abusers and victims http://www.swd.gov.hk/vs/chinese/stat.html

  8. 舉報虐兒發生的地點 http://www.swd.gov.hk/vs/chinese/stat.html

  9. Outline Section I – Introduction Section II – Basic Knowledge Section III – Multi-disciplinary Collaboration Section IV – Handling of Referrals / Enquiry / Investigation Section V – Roles of Relevant Departments / Organisations Section VI – Handling of Allegations against Staff Appendices ref: Social Welfare Department 30-31 January 2008

  10. 虐兒個案與家校合作的關係 • 虐兒個案種類: • 1. 身體 • 2. 精神 • 3. 疏忽照顧 • 4. 性侵犯

  11. Referrals Initial Assessment Further assessment & Investigation Case Exploration Hospitalization Case close or follow by NGO/SWD Stay at home Not suitable to stay at home Police Prosecution Multi-disciplinary case conference within 10 days since referral Case known to respective NGO and non-statutory Case known to SWD or statutory Charts on handling the suspected child abuse case

  12. 虐兒個案與家校合作的關係 • 高危一旅: • i. 過渡活躍 • ii. 自閉 • iii. 學習障礙 • iv. 讀寫困難 • v. 單親家庭

  13. AIM • To provide guidance to government departments, NGOs and other concerned sectors : • TO SERVE THE BEST INTEREST OF CHILDREN AND PROTECT THEM FROM ABUSE • Key to effective action is built on MULTI-DISCIPLINARY APPROACH OF: • WORKING TOGETHER • TRUSTING EACH OTHER • FOR THE WELFARE OF CHILDREN ref: Social Welfare Department 30-31 January 2008

  14. Highlight Welfare Units responsible for Investigation • Family and Child Protective Services Units (FCPSUs) • Integrated Family Service Centres (IFSCs) • Integrated Services Centres (ISCs) • Medical Social Services Units (MSSUs) • Probation Offices (POs) • Adoption Unit (AU) • Integrated Children and Youth Services Centres (ICYSCs) • School Social Work Units (SSWUs) serving in secondary schools • Student Guidance Personnel (SGP) serving in primary schools • District Youth Outreaching Social Work Teams (YOTs) • Overnight Outreaching Service for Young Night Drifters (YND) • Community Support Service Scheme (CSSS) • Other casework units ref: Social Welfare Department 30-31 January 2008

  15. Chapter 23 : Educational Services under Education Bureau • Integrate the gist of chapters 6,16,17 and 18 of old version (Revised 1998) into one chapter which are applicable to all school personnel in kindergartens, kindergarten-cum-child care centres, primary schools, secondary schools and special schools. ref: Social Welfare Department 30-31 January 2008

  16. Chapter 23 : Educational Services under Education Bureau (Cont’d) • Highlight the internal report mechanism in handling sexual abuse cases when the suspected abuser is a staff member of school: “should inform the School Development Officer of the respective Regional Education Office of EDB of the incident(s); … should inform the Joint Office for Pre-primary Services of EDB (refer to the relevant EDB circular in use for the procedures in handling child sexual abuse cases involving school staff as suspected abusers).”(para. 23.20) ref: Social Welfare Department 30-31 January 2008

  17. Chapter 23 : Educational Services under Education Bureau (Cont’d) • Specify the ‘role of SGP’when handling referrals : “If the SGP serving in primary school is a registered social worker and employed by an NGO, he/ she may take up the role of case manager as stipulated at Chapter 6 and 7, subject to mutual agreement of the school, NGO and SWD.”(paragraph 23.22) ref: Social Welfare Department 30-31 January 2008

  18. 虐兒個案與家校合作的關係 家長的類型--- • 聽命/恭敬型 • 理論型 • 應該型 • 冷面型 • 無助型 • 諮詢型 • 投訴型 • 口不對心型 • 隱形

  19. 校內虐兒程序 1.向學童了解事件始末 2.與該生班主任及老師聯絡，進一步了解該生家 庭背景及其他資料 3.向有關主任及校長匯報事件4.相約該生家長/家庭社工面談，邀請班主任、老 師、出席會議 5.衡量事件性質及家長態度，由校長決定是否呈 報社署虐兒組/教育局（分區） *註： 校方會因應每件事件的嚴重性調適校內處理程序

  20. 虐兒個案與家校合作的關係 • 如遇懹疑虐待兒童事件: • 多專業個案會議會要求校方預備— • 學業 (如：學習態度、學習能力、功課表現、成績、時間管理…) • 課外活動 (如: 課外活動的參與及表現、時間安排…) • 情緒 (如:暴躁、抑鬱、內向、常發脾氣…) • 行為 (如:多動、衝動、多言、沉靜、守規、違規…) • 社交 (如: 溝通能力、與同學關係、師生關係…)

  21. 虐兒個案與家校合作的關係 • 家庭方面 • 與家人關係 • 父母/監護人對生的態度 • 過去曾否發生懷疑虐兒事件(如有，請簡述有關情況)

  22. 虐兒個案與家校合作的關係 • 一般家長的問題: • 1. 家醜不出外傳 • 2. 不知從何說起 • 3. 怕影响子女的前途 • 4. 害怕家庭破碎 • 5. 自身難保 • 6. 上慣下承

  23. 虐兒個案與家校合作的關係 • 輔導人員的角色--- • 1. 了解情況 • 2. 保護兒童 • 3. 支援家長 • 4. 開召多專業會議 • 5. 制定福利計劃 • 6. 與多專業機構合作 • 7. 以兒童福祉為要 • 8. 文件記錄妥備

  24. 虐兒個案與家校合作的關係 • 如何使家長有效管教子女: • 1. 親子講座 • 2. 家長工作坊 • 3. 小組活動 • 4. 個案跟進 • 5. 義工網絡 • 6. 系统課程

  25. 虐兒個案與家校合作的關係 • 孩子是社會的未來主人翁! • 齊心保護孩子,免受傷害!

  26. 參考資料 • 社署保護家庭及兒童課2343 2255 • www.sga.org.hk • http://www. • gd.edb.gov.hk • 處理虐待兒童個案程序指引(2007年修訂本) http://www.swd.gov.hk/en/index/site_pubsvc/page_family/sub_fcwprocedure/id_childabuse1998/

  27. 虐兒個案與家校合作的關係 謝謝!!

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