Elspeth McInnes

The impact of violence on mothers’ and children’s needs during and after parental separation

Men’s violence against mothers and children as a context of separation significantly increases the immediate and longer‐term parenting needs of affected children, according to a South Australian study of single mothers’ transition and adaptation to living in a single parent household. Qualitative research interviews with 18 separated mothers who cited violence as the main reason for ending their relationship included mothers’ views on how the violence had impacted on their children. Mothers who had fled violence named continuing concerns with their children’s behaviour including withdrawal, anxiety and aggression, as well as the children’s continuing exposure to violence during contact with their father. These mothers reported that access to professionals to seek help with their concerns about their children’s needs was often inadequate.

Madness in Family Law: Mothers’ Mental Health in the Australian Family Law System

This article explores the legal and clinical processes underpinning gender differences in Australian Family Court statistics which show that mental illness is the primary reason for limiting mothers’ contact with their children. Analysis of a sample of published judgments from 2009 to 2011 featuring mental illness and outcomes of limited child contact identified that allegations of child sex abuse were a common feature of cases in which mothers’ child contact was limited. Four illustrative cases are presented with a focus on the processes used in the identification of mental illness. The data indicate that there are different patterns of response to cases where a party has a previously diagnosed mental illness and cases where mental illness is invoked as a possible explanation for child sex abuse allegations. These identified patterns of differentiated response provide a possible explanation for the gender disparity in Family Court reasons for limiting child contact on the grounds of mental illness.

Educators’ understanding of young children’s typical and problematic sexual behaviour and their training in this area

Abstract As part of a wider study, this paper reports on Australian educators’ understanding of children’s typical and problematic sexual behaviour and their source of training in this area. A sample of 107 educators from government, independent and Catholic primary schools, preschools and care organisations across Australia answered an online questionnaire regarding their understanding of and experiences with children’s problematic sexual behaviours and their management strategies. The majority of educators were able to identify children’s age-appropriate typical sexual behaviour and some elements of problematic sexual behaviour; however, individual knowledge was not extensive. Approximately 35% (n = 35) of educators said they had not been trained in identifying and responding to children’s problematic sexual behaviour. Of those who said they had received training, the majority (82%, n = 53) described having participated in a compulsory course on reporting suspected abuse to government (a mandated reporting course). Ninety per cent (n = 89) of educators reported that courses specific to children’s problematic sexual behaviours should be offered. This suggests that mandated reporting courses do not offer in-depth training specific to problematic sexual behaviour. Implications for professional development are discussed.

Educators’ Observations of Children’s Display of Problematic Sexual Behaviors in Educational Settings

ABSTRACT It is widely recognized that children are sexual beings and their sexual development begins at an early age. Recently, there has been some concern about children’s sexual behavior in educational settings (Knowles 2014). Obtaining a better understanding of what behaviors children are displaying in these settings provides valuable information to inform teacher education in this area as well as support systems for children. One hundred and seven Australian educators from care organizations, preschools, and government, independent, and Catholic primary schools participated in an extensive online questionnaire in relation to their understanding of and experiences with children’s problematic sexual behaviors and their management strategies. Results found that 40.8% of educators had observed children displaying problematic sexual behavior in their educational setting. Educators’ descriptions of their observations variously involved children physically acting out sexually with other children, sexually harassing other children, verbally attempting to coerce other children to participate in sexual behavior, and individual displays of sexual behavior. A minority described behaviors that are considered developmentally typical but are not socially acceptable in an educational setting. These results indicate that there is a need for educator training, child education, and support services to enable an early intervention and prevention strategy to support the well-being of children.

Developing a ‘classroom as community’ approach to supporting young children’s wellbeing

INTRODUCING THE IDEA OF THE ‘classroom as community’, a class of six- to eight-year-old children engaged with a project, The Wellbeing Classroom (McInnes, Diamond & Whitington, 2014), which intended to support and advance their social and emotional development. This paper examines how the notion of ‘classroom as community’ informed the thinking and actions of the adults involved, and identifies six key elements of the approach employed. The teacher employed five strategies over a year: professional learning and reflection; building trust with children and modelling emotional self-regulation; teaching social skills across the day; accessing regular outreach worker support; and involving parents. Led by an upskilled teacher, the ‘classroom as community’ approach was found to have successfully supported childrens social and emotional development, particularly those with difficulties. The projects reach included parents, thus extending its effects. This article reports on the significance of the concept of classroom as community to the projects success.