Laurie Tasharski & Peggy Woodard
LAURIE TASHARSKI facilitates educator training and oversees all aspects of the ICMEC Education Portal including development, review, and creation of child protection resources for international schools and youth-serving organizations. Ms. Tasharski has lived and worked internationally for 26 years, primarily in training and education. Prior to her work in child protection, she facilitated professional development and taught in national, international, and British curriculum schools, receiving a Master of Education, First from Trinity College, Dublin.
As a contributing member of the International Task Force for Child Protection (ITFCP) she works closely with senior leaders across the international education and child protection fields and trains on a variety of child protection topics internationally.
Forensic Interviewer & Consultant
International Centre for Missing and Exploited Childrenwww.icmec.org
PEGGY WOODARD is a Forensic Interviewer and Consultant at the International Centre for Missing and Exploited Children. She is a graduate of the Florida State University School of Criminology. Ms Woodard was a criminal defense investigator with Georgia’s Northern Circuit Public Defender’s Office and later graduated from the Florida Police Academy and worked in child sex crimes investigations.
Ms. Woodard retired from the Georgia Division of Family and Children Services (DFCS) and acted as DFCS Liaison to Children’s Healthcare of Atlanta, working jointly with their medical child protection team and other hospital staff to assess cases of suspected child abuse and neglect. She was a member of the Georgia Task Force on the Commercial Sexual Exploitation of Children.
Child Protection Response Team Training: Level I
Connect & Engage
This three-day institute will introduce teams to ICMEC Education Portal resources in support of the International Task Force for Child Protection (ITFCP) accreditation standards. Teams will use case reviews to understand victim and offender behavior including grooming to support their development or review of child protection policies and procedures. Supplemental policies that support prevention will be reviewed and developed by teams, such as hiring, social media and communications policies and codes of conduct.
Participants will understand legal concepts and cultural implications in responding to child protection concerns. The needs of children who disclose harm will be addressed in first responder question formation. Teams will evaluate key considerations of risk mitigation and address environmental vulnerabilities through audit tools.
The learning process will focus on case review, small group activities, and use of resources. Exchange and connection by role and country location will be emphasized.
Teams will learn five fast child protection actions to immediately improve student safety. They will understand victim behavior through the lens of abuse and trauma and offender basics including intentional boundary crossing or grooming behavior. Cultural considerations in working with staff, students and parents will be discussed and an induction training slide template will be provided in a train-the-trainer approach.
Level I training also includes first responder questioning skills and support for an environmental audit. The ITFCP allegation protocol will be introduced and the prerequisites for appropriate management of allegations against staff or adults.
Reflect & Apply
Teams will have ample time to work on action items, policy creation and planning. The institute seeks to identify common values around child protection and foundational beliefs about children’s rights and the responsibility of adults to keep them safe. Small group and team learning will be a mix of case review, activities and independent work time.
• establish shared values around child protection and receive training in the delivery of basic knowledge to staff.
• identify grooming behavior and student vulnerabilities and understand the disclosure process and the importance of question formation.
• share best practices around safer hiring, trips/travel and working with parents.
• understand local cultural and legal considerations and their impact on policy and procedures around mandatory reporting.
• use the audit process to identify policy gaps and areas of vulnerability in their schools.
• create or revise child protection policies and/or supplemental policies with understanding of legal terms, national laws and accreditation standards.
• understand the prerequisites of the ITFCP allegation protocol for managing allegations and the principles supporting appropriate response to an allegation of abuse.
Response teams are comprised of child protection designates and deputies, senior leaders, counselors, nurse/medical staff, and staff with special responsibilities including early years, special needs, trips/service learning, and curriculum areas of vulnerability due to one-to-one contact including athletics, music and performing arts.
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