The International Society for Prevention of Child Abuse and Neglect (ISPCAN)

SPECIAL REPORT

Issue N. 1 - 2008

International Training Program of ISPCAN (ITPI): For Training of CAN Professionals in Developing Countries
n most developing countries (as in many western societies), few professionals are trained to protect victims of child abuse and neglect, and most lack access to training programs on child abuse and neglect. ISPCAN steps in to help local partner organizations develop training programs on child abuse and neglect (CAN) for professionalsfor physicians, psychologists, social workers, child protection workers, police, prosecutors, teachers, mass media workers, policy makers, and politicians. Consequently, when an abused child turns to someone for help, there is a team of professionals to help. These professionals are trained about child abuse and neglect, able to recognize child abuse and neglect by its signs and symptoms, sensitive to the childs needs, aware of local CAN resources and protocols, and ready to take action, to intervene, treat the child, report the abuse, and place the child in a safe setting, out of harms way. These CAN teams create a working system within their communities, which enables professionals to work together effectively. Through its training programs, ISPCAN also assists professionals to learn how to prevent child abuse and neglect, recognize at-risk children and families, and develop family and school support programs, such as positive parenting, anti-bullying, and home visitation programs. The history of ISPCAN training Beginning in the early 1990s, ISPCAN supported single training events in various developing countries, organized by individual ISPCAN members, often with assistance from other members. With seed money from ISPCAN, a host country typically would invite professionals from one or two neighboring countries to attend. For example, in 1998, ISPCAN sponsored a CAN workshop in Colombo, Sri Lanka, which was attended by more than 100 physicians, pediatricians, psychologists, law enforcement officers, and lawyers from Sri Lanka, Pakistan, and Bangladesh. The interest expressed by members in expanding training programs to their countries grew each year, and in 1999, ISPCAN received its first grant, from The Oak Foundation, to

AN ITPI SUCCESS STORY: MALAYSIA Professionals trained in child abuse and neglect save childrens lives

In Malaysia, a 13-year-old pregnant girl was brought to the hospital. At first, she claimed her boyfriend was the father, but after further interviewing she revealed her stepfather had raped her. The medical team informed the police, and the police arrested and charged the stepfather. In denial and anger, the girls mother refused to take her daughter back, and instead sent the girl to a relatives house, where she was required to do housework and not allowed to go to school. Upon learning of this, the local welfare agency rescued the girl and placed her in a childrens home. After the girl gave birth to her child, the babys DNA was tested, and the stepfather was prosecuted based on this evidence. The girl was treated and given a safe place to live, and the stepfathers prosecution meant he could not harm the girl again. The girl received help because the Malaysian hospital had a multidisciplinary team of professionals trained in child abuse and neglect (CAN)trained by an ISPCAN training program. In Malaysia, prior to this training and the related establishment of multidisciplinary SCAN teams (Suspected Child Abuse and Neglect), the obstetric doctors would not have seriously inquired as to who the father of the girls baby was. They would not have questioned her initial story. They would not have known it was rape, and, not knowing that it was a police case, they would not have notified the police. The girl would more than likely have been treated for her pregnancy and returned to the care of her abuser. As a result of the ISPCAN training, Malaysia is developing multidisciplinary teams skilled to detect, stop, and treat victims of child abuse and neglect. Malaysia is just one of more than 30 developing and transitional countries around the world where ISPCAN has supported training of professionals on child abuse and neglect.

Brief Overview of this Report This Special Report reviews the history, operation, and impact of the International Training Program of ISPCAN (ITPI), which began with a grant from The Oak Foundation in 1999 and has subsequently trained thousands of professionals on child abuse and neglect in 30+ countries. The Report describes ITPIs goal, its four-phase approach to CAN training, its nine primary objectives, and seven of the major lessons it has learned in eight years of supporting CAN training projects. Also included are ITPI success stories in Malaysia, Thailand, and Kenya; a complete list of ITPI Country Training Projects, 10 steps in implementing an ITPI country project, guidance on how ITPI country projects are selected, and The ITPI Project Toolbox, a list of tools that are available on ISPCANs ITPI website to assist local partners in managing ITPI projects, designing CAN training programs, and reviewing CAN materials. This Report shows the immense difference CAN training makes in protecting children from abuse and neglect.
Mark Wallace ISPCAN Special Projects Manager

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fund training events on child abuse and neglect for professionals in Albania, Cameroon, China, Krygyzstan, and Sri Lanka. Then, in 2000, with its first multi-year training grant from The Oak Foundation, for 2000-2003, ISPCAN established the International Training Program of ISPCAN (ITPI), and set up its first continuous, long-term training projects on child abuse and neglect in Argentina, Brazil, Kenya, Malaysia, South Africa, and Thailand. The Oak Foundations funding for subsequent multi-year grants enabled ISPCAN to add CAN training projects in Bulgaria, Estonia, Latvia, and Poland (2003-2005), Cameroon, Colombia, D.R. of Congo, and India (2004-2006), Belarus, Estonia, Georgia, and two in Russia, in Nizhniy and St. Petersburg (2005-2008), and the Philippines (2007-2010). Over time, many projects focused increasingly on capacity and resource development. The development of the ITPI program, resulting from the Oak Foundations support, enabled ISPCAN to attract additional support from other donors, including the Interchurch Organization for Development Cooperation (ICCO), ALCOA Foundation, and Children at Risk Foundation, for training projects in Bangladesh, Benin, Brazil, China, Ethiopia, India, Lebanon, Malawi, Pakistan, Portugal, Syria, and Yemen. The goal of ITPI ISPCAN helps local organizations in developing countries to both train and educate professionals, from multiple professional disciplines, how to work together to detect, stop, treat, and prevent child abuse and neglect. As important as this CAN training is, ITPI is much more than just a training program. It aims to train professionals on child abuse and neglect so they know how to protect children, but through these professionals it also aims to build local capacity to protect children from abuse and neglect. ITPI programs usually start with training and developing a core group of local CAN experts, as directed by the local ITPI leaders, aligned with ISPCANs direction. However, ITPIs longterm goal is to help a developing country build its own local capacity to protect its children, to keep them safe from abuse, neglect, and all forms of violence. Through training and local child protection capacity building, ISPCAN also seeks to keep the abused and neglected child from suffering secondary trauma caused by misguided or inappropriate interventions. Why train professionals, if what we really want to do is protect children from child abuse and neglect? We support professionals because without training in child abuse and neglect, abused and at-risk children simply have no place to turn for help. A child cannot protect himself/herself from abuse on his or her own; neither can he or she overcome neglect on his or her own. You can give food to a malnourished child and medicine to a sick child, but helping an abused child requires more. It takes trained professionals who can recognize abuse, intervene, stop the abuse, treat the child and the family, and, if necessary, place the child in safe and caring hands. We help abused and at-risk children and their families by training the professionals who help these children. Some developing countries do not have professionals to respond to child abuse and neglect cases. Some countries have professionals dedicated to this task, but they do not have the knowledge and skills they need to assist children in a way that promotes the healing of the child and family. This is changing. In 2006 alone, ITPI trained about 500 professionals, who in turn provided direct services to nearly 15,000 children, and worked at institutions that serve more than 170,000 children. The influence that these ITPI projects and their professional trainees had on public awareness, CAN services, and CAN policies, helped hundreds of thousands of children in 2006 alone.

International Training Projects Since 2000, ISPCAN has supported CAN training projects in more than 30 countries

Argentina Bangladesh Belarus Belize Benin Brazil

2000-2008 2005-2006 2006-2008 2002-2003 2005-2006 2000-2010

Bulgaria Cameroon China Colombia Congo, DR Egypt Estonia Ethiopia Georgia India Kenya Latvia Lebanon Malawi Malaysia Occ. Palestinian Terr. Pakistan Philippines Poland Portugal Russia South Africa Sri Lanka Syria Thailand Yemen

2003-2005 2002, 2004-2008 2005-2007 2004-2008 2004-2010 2003 2001, 2002-2006 2005-2006 2006-2008 2003, 2004-2010 2000-2008 2002-2005 2005-2006 2005-2006 2000-2008 2002 2000, 2002, 2004-2006 2007-2010 2002-2005 2005-2006 2006-2008 2000-2010 2000, 2002 2004-2006 2000-2009 2005-2006

Note: Individual training events that ISPCAN held in developing countries before the ITPI program was established are not listed here. Not all ISPCAN training projects supported are officially ITPI projects, which receive a minimum of $15,000 per year over 2+ years, as well as a capacity development component.
ISPCAN: A Global Society that Works to Educate CAN Professionals World-wide

ISPCAN is a society of 1800+ CAN professionals in 180 countries, with 10,000+ additional CAN professionals affiliated with ISPCANs 26 National Partners, all National or Regional Societies of CAN Professionals, focusing on protecting children from violence, abuse and neglect. Member CAN professionals from around the world bring together expertise and practice to help train and educate CAN professionals in all countries, with a special emphasis on training in developing countries. It is the work of professionals that changes the lives of children and it is their work that we seek to support through the ITPI program.

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Our approach to CAN training (The ITPI Model)

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ISPCAN takes a four-phase approach to CAN training, based on a countrys local capacity to conduct its own CAN training and to establish child protection networks, protocols, policies, systems, and services: 1 Stage 1Basic and advanced training of local professionals in CAN prevention and intervention, using ISPCANs medical and mental health curricula, as appropriate, to train doctors, for example, on issues such as how to identify the signs and symptoms of abuse and neglect, and training counselors how to appropriately treat victims of abuse and neglect. This includes raising awareness about child abuse and neglect amongst professionals, and, as appropriate, using ISPCANs multidisciplinary curricula to train professionals from multiple disciplines (medicine, mental health, social work, child protection, law enforcement, policy, service delivery, and mass media) how to form multidisciplinary CAN teams (hospital-based or communitybased) and how to work together to prevent child abuse and neglect and respond to CAN cases. It also includes training on how to raise community awareness of child abuse and neglect, how to network and engage govern-ment, NGOs and academic partners on CAN issues, and, where none is available, how to establish an initial network of CAN professionals. 2 Stage 2Management training for professionals on managing intersectoral services for children and families, and on managing the CAN teams that provide these services, so that CAN professionals have functioning CAN service delivery systems, as well as CAN expertise and skills. Stage 2 includes protocol and interdisciplinary procedures development. 3 trainers/facilitators, Stage 3Training of trainers/facilitators to establish a core of local professionals who are both experts on child abuse and neglect and trained in interactive training methods, adult education techniques, participatory learning, and group facilitation, that is, a core group of local CAN professionals who are trained to train other local professionals on child abuse and neglect. This also includes training professionals on how to strengthen the programs of an existing National Professional Society for Prevention of Child Abuse and Neglect, or support regarding how to establish a National Professional Society, if none exists. 4 Stage 4Ongoing consultation on CAN training and the development of child protection protocols, policies, systems, and services, as requested by local partners, who are now able to manage local child protection efforts. This may include consultations to assist policy-makers with implementation of the

Why train professionals, if what we really want to do is protect children from child abuse and neglect? We support professionals because without training in child abuse and neglect, abused and at-risk children simply have no place to turn for help. A child cannot protect himself/ herself from abuse on his or her own; neither can he or she overcome neglect on his or her own... It takes trained professionals who can recognize abuse, intervene, stop the abuse, treat the child and the family, and, if necessary, place the child in safe and caring hands.

UN Convention on the Rights of the Child, the UN Study on Violence against Children recommendations, and the WHO/ ISPCAN Guide to Preventing Child Maltreatment, as well as establishing higher level education and training programs. Yet training professionals on child abuse and neglect is only one of ITPIs aims. Depending on local strengths and needs, and the priorities set by our local partners, at each stage an ITPI project will also pursue other activities to build local CAN capacity. ITPI supports local efforts to develop locally-appropriate training materials on child abuse and neglect, build public awareness and government engagement on child abuse and neglect, develop active networks of CAN professionals, form collaborations between organizations and government agencies on child abuse and neglect, and to help develop child protection protocols, policies, systems, and services. The type of training (basic and advanced, management, train-the-trainer/facilitator) and exact mix of training and other CAN activities that ITPI supports depends on the country, its resources, needs, and local priorities. In one country, for example, where child protection practices are weak or nonexistent, the project may have to concentrate on training professionals on child abuse and neglect and raising public and government awareness about child abuse and neglect Phase 1. In another country, where professionals already have CAN expertise and are working together in multidisciplinary CAN teams, what may be needed most is management training, so professionals are better equipped to manage intersectoral CAN services Phase 2. In yet another country, where multidisciplinary CAN teams are established and functioning effectively, the emphasis of the project might be on training and assembling a group of local CAN facilitators and drafting child protection laws and regulationsPhase 3. And if a country, for the most part, is now adeptly managing its local child protection efforts, a projects focus may change to consulting on specific areas that local stakeholders want to improve, such as on implementing Child Protection legislationPhase 4. The ITPI training program is a four-phase program, but it is a multi-entry process, not always a sequential process, where all activities must be completed in one strict order. In some countries, the project may include activities from several of these four phases simultaneously. Moreover, there is no one off-theshelf training program right for each phase, for every country. Every project must be designed to fit local strengths, resources, needs, priorities, and be led by ISPCANs local partners.
ITPIs primary objectives

In ITPIs efforts to train and educate professionals on child

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and presenting our training on child abuse and neglect, include psychologists, physicians, researchers, educators, social workers, child protection workers, public health officials, child-law attorneys, and leaders of child-focused nongovernmental organizations. While children are abused and neglected by individual perpetrators in developing countries, just as they are in developed countries, CAN problems in developing countries are often more complex, challenging and fatal. In developing countries, structural conditions, such as abject poverty, very high unemployment, war, civil strife, refugee situations, lack of schooling and lack of health care, social services, systems and related lack of policies and resources to implement them, create huge additional stressors that also have an impact on individual CAN cases. These structural conditions do much more than cause a parent to lash out on an individual child; they also cause major systems-level forms of child abuse and neglect, such as child soldiers, street children, child trafficking, child slavery, child prostitution, child rape, refugee children, and children orphaned due to HIV/AIDS. These systems-level forms of child abuse and neglect need systems-level solutions. ITPI cannot solve all the underlying structural conditions, the deep poverty, the lack of jobs, the civil unrest, but it does support and encourage projects to develop community- and systems-level strategies to combat these special forms of child abuse and neglect, which affect many developing countries, harm children immensely, and undermine the growth and development of these countries. Again, no project can be designed from the outside to solve these systemic local CAN problems, and as such, ITPIs project leaders must work closely with other local organizations and government agencies to develop local strategies to jointly address these problems. ISPCAN supports their work and helps them to obtain information on strategies that have been used in other countries to help solve similar problems. Building multidisciplinary CAN teams From its founding in 1977, ISPCAN has built its programs on the understanding that to be effective, child protection requires a multidisciplinary approach. No one profession can treat an abused child and prevent him or her from being abused again. All related professions must work together to help protect the child and assist the family. For instance, it takes a trained teacher to recognize the signs of abuse; a trained physician to identify evidence of abuse, to treat the child and to refer the child for protection; a trained social worker to find an appropriate safe place for the child and assistance for the family, a trained mental health worker to counsel the child and family; a trained police officer and prosecutor to arrest and prosecute the abuser, so he or she cannot harm that child or another child again; and a trained judge to make decisions that are in the best interest of the child. It takes many professions working together to work with families to stop abusive relationships and to enable caring ones. Indeed only by working together will committed and informed professionals protect children from abuse and neglect. As multidisciplinary teamwork is crucial to child protection, ITPI devotes special attention to building multidisciplinary teams, bringing professionals from different disciplines together in the same training events, facilitating teambuilding exercises, helping professionals to identify and learn ways of working together, forming ongoing networks, and developing and implementing formal protocols for coordinating child protection services. Multidisciplinary teambuilding is not just good theory; it is also good practice. In South Africa, ITPI training acted as a catalyst, reactivating Child Protection Committees in Potchefstroom and

abuse and neglect and to build local capacity to protect children from abuse and neglect, several primary objectives stand out: Enhance knowledge and skills of professionals in CAN treatment and prevention; Promote development of multidisciplinary CAN teams; Increase public awareness of child abuse and neglect; Strengthen networking on child abuse and neglect amongst professionals and organizations; Involve government in CAN training, and thus in CAN prevention and intervention; Encourage the collection, analysis, and use of local data on child abuse and neglect; Encourage collection of local CAN data and research on local CAN issues; Train a core group of local CAN facilitators, who can train other professionals on child abuse and neglect; Build a group of local CAN experts, who act as agents of change; Help build local capacity to organize CAN training; Further CAN education in academic institutions; Develop or strengthen the child protection infrastructure, including: protocols, laws, regulations, policies, systems, services. While no project can achieve all of these objectives at once, project leaders can start with a few of these objectives, and add others to the project as they build their CAN capacity. Building CAN expertise First and foremost, ITPI strives to enhance the knowledge and skills that professionals from different disciplines and from different institutions (hospitals, schools, NGOs, government agencies) have on child abuse and neglect. Where professionals are not fully aware of the extent of child abuse and neglect, the causes of it, how to detect and respond to it, and how to prevent it, we want to raise their knowledge about child abuse and neglect. The more they know, the more they will have the capacity to do, and the more effective they will be at combating the problem. ITPI skills training aims to: enhance awareness and sensitization of CAN issues, recognize, observe, and promote the rights of children, understand national child protection laws and services, hone skills in identifying and treating child abuse cases, teach strategies and techniques for interviewing maltreated children, inform about interdisciplinary protocols for referring CAN cases, so children are treated and removed from abusive situations and so abusive families receive help, and understand causes of child abuse and neglect and measures that can be taken to help prevent it. ISPCAN has developed and continues to update curricula specifically for Medical, Mental Health, and Multidisciplinary training, which local projects can adapt and translate into local languages. Some ITPI countries also have developed their own resource materials, which ISPCAN is striving to make available to all projects. And although ITPI always advocates use of local or regional CAN experts as trainers, ITPI projects also are supported by ISPCANs Expert Educational Faculty, a group of over one hundred scholars and practitioners from 36 countries, each with years of experience dedicated to preventing and treating child abuse and neglect. Our faculty experts, who assist in designing

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Ventersdorp, which had not met for a long time, and invigorating the Committee in Nelspruit, which now had renewed interest in the Child Protection Register and in local implementation of the National Child Protection Protocol. In Kenya, in one year, the ITPI project formed ten child protection teams at hospitals, police stations and community centers, as well as 20 new child help desks. In Belarus, ITPIs training was the first multidisciplinary CAN training ever conducted in the country, and new trainees immediately set up monthly multidisciplinary networking forums. In Estonia, after ITPI training, professionals formed five new multidisciplinary teams in five different regions, and each team started CAN prevention programs in its region. The multidisciplinary approach to CAN training has been one of the most successful components of the ITPI training program, and it has been included in each project. ITPI also has developed curricula specifically for multidisciplinary CAN training, which ITPIs local partners can adapt and translate to fit local needs. Involving government in CAN training ISPCAN advises all ITPI projects to strive to engage and involve government in their child protection projects. Since government officials are responsible for the enactment and enforcement of government policies and programs related to child protection (according to the UN Convention on the Rights of the Child), involving them in CAN training projects can ultimately have a major impact on shaping child protection policies, systems, services, programs and resource allocations. Involving government is often a challenge, as some government officials are not focused on child protection. However, efforts to seek out and engage key government representatives can reap a high return on the investment. When senior level officials do get involved, the partnership of informed practitioners working closely with policy makers controlling resources may lead to significant changes in government policies, practices, and budgetary priorities. For example, in Georgia, City Hall staff members and 15 highlevel government officials from five local administration boards participated in ITPI training. Afterwards, the Georgian government began to consider including child welfare reform and CAN prevention as part of its legal reform. Including government in ITPI training in Belarus and Russia resulted in the appointments of the country project leaders for these ITPI projects to the Belarus National Commission on Child Rights, and the Council of Children, a human rights division in Nizhniy Novgorod, Russia, respectively. Likewise, in Malaysia, the ITPI country project leader was appointed to a National Social Policy committee on children led by the Deputy Prime Minister. Clearly, ITPI leaders on government bodies are more able to influence child abuse and neglect policy. In India, a Director General of the Police delivered a speech at an ITPI-sponsored CAN training event for police officers. To follow up, he sent a notice to all police stations in West Bengal, directing them to create a non-threatening environment so children will feel comfortable reporting maltreatment. In South Africa, ITPI training began at a time when the national government was in the final stages of developing a National Child Protection Strategy and reforming domestic legislation relating to crimes against children, crimes committed by children, and child protection and care. A government official appointed to help develop a National Training Strategy on child protection attended a day of the ITPI trainingan example of the importance ITPI training programs hold for governments responsible for establishing and implementing child protection policy. Encouraging research on child abuse and neglect
AN ITPI SUCCESS STORY: KENYA Multidisciplinary teams do work

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At age seven, Taabu (not her real name), a girl in Malindi, Kenya, was married off by her father to offset a gambling debt he had incurred. To be more accurate, Taabu was sold, or traded. Her fathers debt was waived so he could resume gambling, while Taabu was indentured for life to a stranger as his wife. Thankfully, Taabu was rescued. An education official, a member of the district child protection team, had been sensitized on child protection issues in a training program organized by the African Network for the Prevention and Protection against Child Abuse and Neglect (ANPPCAN), ITPIs partner in Kenya. This education official reported the case to the child protection team, and the child protection team took action. Thanks to the teams intervention, Taabu was removed from her new home and returned to school, and a childrens officer, who also was a member of the child protection team, pressed charges against Taabus father. Without training supported by ITPI, the education official was unlikely to have reported Taabus plight, the child protection team never would have intervened, and Taabu would have suffered the ongoing sexual exploitation of being a child bride. In Kenya, child protection teams are actively involved in promoting child rights through advocacy and by organizing activities in their districts. For example, the Embakasi Child Protection Team organized street marches and meetings to sensitize people on child sexual abuse, recognized as a problem in the district. Other teams, recognizing education as a basic child right, have held sensitization meetings in schools and with the Ministry of Education, working to develop strategies to keep at-risk children from dropping out of school. They also returned other children to school, children who previously had dropped out and become commercial sex workers or domestic workers. To better understand local CAN problems, the ITPI project in Argentina conducted CAN research on all children in kindergartens and primary schools in a town in Chubut province, the first such study in the province, supervised by Buenos Aires National University, published in 2006, and now replicated in other cities in the province. A country can only plan appropriate and adequate services for prevention and response to child abuse and neglect if it understands the prevalence and types of CAN cases in that country. ISPCAN encourages local efforts to establish CAN data collection systems, or systems for registering CAN cases, and ITPI projects may include training to enhance professional skills in collecting, analyzing and using data to guide CAN services. Only local stakeholders can determine the best and most appropriate method of collecting CAN data. ITPI projects can, however, help local planners obtain information on CAN data collection systems used successfully in other countries, and ISPCAN also has other CAN research tools ITPI projects can use, including research questionnaires, called ICAST surveys, for interviewing parents, young adults, and children about child abuse and neglect; World Perspectives, an ISPCAN biennial report on the status of child abuse and neglect in over 70 countries, and new resources being developed by an ISPCAN Child Maltreatment Data Special Interest Group. Moreover, ISPCAN has a baseline survey tool that local ITPI project planners use to collect data on child abuse and neglect from local stakeholders, and it has a 9-point data analysis and summary guide, which its Eastern European projects have used successfully. ITPI projects may also support local basic research on CAN

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systems, and services. It is these CAN networks that most effectively build local capacity to protect children from violence. A number of ITPI projects have made great headway in A severely malnourished, comatose four-month-old boy was establishing and strengthening these local CAN networks. In admitted to a Thai hospital with a swollen body. The physician Brazil, which does not currently have an active national society of concluded that the boys malnourishment and coma were CAN professionals, the ITPI training program has helped trainees caused by the mother feeding him sweetened evaporated milk. strengthen their links with professionals from the Ministries of The boy also had often been left alone. The mother had given Health and Justice, the Brazilian Pediatric Society, the Brazilian birth to ten children, three of whom had died early after birth, Association for Adolescence, and other NGOs involved with the under suspicious circumstances. Their deaths also may have project. The Brazil project also has created several specialized been due to poor care. The mother appeared to have a severe CAN networks: a network for CAN researchers at universities, a personality disorder, while the father was diagnosed with network on internet pornography, a network of Rio institutions schizophrenia. Though the child was clearly non-responsive, the developing CAN training materials, and a network of judges. parents refused to leave the child in the hospitals care, and Likewise, the Belarus ITPI training project established a network rejected recommendations for them to see a psychiatrist. of 71 professionals in four regions, and reported positive Discharging the child into the parents care would have meant involvement of senior government officials, as well as certain death for the child. Thankfully, the hospital had a collaboration amongst 20 new organizations. multidisciplinary child abuse and neglect team, composed of a In addition to supporting efforts to build local CAN networks, pediatrician, psychologist, social worker, attorney, and ITPI often provides small grant sponsorship funds for ITPI country prosecutor, which agreed to act to legally force the parents to project leaders to participate, speak, and network at international receive treatment and social welfare services. As a result of the and regional child abuse and neglect conferences and institutes, CAN teams actions, a court order was sent to the parents, and such as Developing Country Forums, which are held at ISPCANs the police took the parents to the hospital for treatment and biennial International Congresses. ITPI also promotes regional transferred their other children into the custody of the child networking and cooperation between ITPI projects. For example, protection service. The long-term plan called for both parents to because of their similar situations and relatively close proximity, receive psychiatric treatment and training on how to care for the ITPI project has been able to bring together country project their children, especially training for the mother. Volunteers leaders for its five Eastern Europe projects (Belarus, Estonia, were also assigned to monitor the mothers child care. Georgia and Russia [Nizhiny and St. Petersburg]), for crossMembers of the hospitals CAN team had attended ITPIsharing and exchange in project planning, lessons learned, and supported CAN training. Advance training and the quick development of resource materials. networking and support of the CAN team enabled professionals Training local CAN trainers and facilitators to intervene, overrule parents, and try to save the childs life. ITPIs purpose in supporting child abuse and neglect training is to go beyond training professionals, to also build the local issues, particularly research directed at formulating effective, capacity of CAN professionals to conduct CAN training and evidence-based CAN interventions. manage ongoing CAN training programs. The first step in this direction is to train a corps of local CAN trainers or facilitators, Building CAN networks ISPCAN itself is a networka vast network of CAN professionals who can train other professionals on child abuse and neglect. A few mature ITPI projects have done this. To-date, the Malaysia from 180 countries and CAN professional societies from 26 countries and regions. ISPCAN also networks with UNICEF, World project, for example, has conducted echo trainings, where ITPI trainees went on to provide CAN training to other collaborating Health Organization (WHO), the UN Office of the High Commissioner for Human Rights (OHCHR), the International Labor organizations throughout the country. Similarly, the Georgia project trained a multidisciplinary CAN training team, composed Organization/International Program on the Elimination of Child of a psychologist, social worker, pediatrician, and lawyer, which in Labor (ILO/IPEC), the UN Committee on the Rights of the Child, turn conducted training at other organizations. numerous international NGOs, including ChildLine International, It takes time to develop advanced CAN professionals, and ECPAT (End Child Prostitution, Child Pornography and Trafficking additional time for training on doing training or facilitation. Most of Children for Sexual Purposes), Plan International, Save the current ITPI training projects, are just beginning to implement Children, Terre des Hommes, World Vision International, and specific train-the-facilitator programs. ITPI projects are committed Womens World Summit Foundation (WWSF). ISPCAN partners to developing high quality CAN trainers, informed about the topic with and is funded by several donors and UN or government and about effective training techniques. Thus, an effective trainagencies, including The Oak Foundation, Alcoa Foundation, UBS the-facilitator program on child abuse and neglect identifies Optimus Foundation, Kerk in Actie, and the US Office of Juvenile professionals with CAN expertise who are likely to make good Justice and Delinquency Prevention (OJJDP). Each year, through trainers, then it trains them in how to use adult education its ITPI training projects, ISPCAN also partners with local principles, including interactive training methods such as organizations in about 20 countries. participatory learning, group facilitation, and case study reviews, Thus, when a member professional participates in an ITPI to train fellow CAN professionals. Local trainers are exceptionally training project in a developing country, he or she taps into this effective, because they know the child abuse and neglect issues, global ISPCAN network and wealth of resources. In addition to providing access to ISPCANs global CAN network, but also the family/community context and culture, the language, religious issues, as well as resource, system and policies of the each ITPI project also strives to build local CAN networks country or community. networks amongst local CAN professionals and NGOs (local and ISPCAN has developed and is in the process of improving ITPIs international), academic institutions, UN agencies and governTrain-the-Facilitator methodology, including a resource toolkit for ment agencies. These CAN networks are most likely to influence ITPI projects to use in designing and organizing local Train-thechanges in local CAN practice, protocols, policies, legislation, Facilitator courses.

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Building local child protection capacity ITPIs long-term aim is to build local capacity to prevent, as well as treat, violence, abuse and neglect of children, not just the capacity of certain individual CAN professionals or of a single local partner NGO, but capacity throughout the country to prevent and respond to child abuse and neglect. ITPI projects work to accomplish this by: Enhancing CAN skills and knowledge of professionals. Training local CAN trainers and building local capacity to plan and conduct CAN training. Supporting efforts of grantee NGOs to create local CAN resource materials, develop fundraising capabilities, build partnerships and collaborations with other NGOs and government agencies, and initiate and/or participate in the development of child protection legislation and policies. ISPCAN also strives to build regional CAN capacity: By holding CAN capacity building events at regional conferences and international congresses, which strongly attract professionals from the host region. Through its ITPI regional coordinators, who assist country project leaders. By supporting development of Regional CAN Resource Centers, which ISPCAN is now beginning to do. ITPI has a regional coordinator for each region in which it supports training (Asia, Eastern Europe, Africa, and Latin America). These regional coordinators advise country project leaders and assist them in sharing resources, project learnings, and successes. In 2007, ITPI introduced its first Regional CAN Training Resource Center in the Philippines. This pilot Center will act as a capacity building center to train professionals on child abuse and neglect and provide CAN training materials and other CAN resources for countries throughout Asia. ISPCAN is exploring the potential to establish a CAN Resource Center in each region, to identify and share local and regional CAN resources with ITPI projects and partners throughout the region. ISPCANs biennial Regional Conferences provide education and training for 500-1,000 professionals each, on average. At these conferences, ISPCAN presentors showcase model training projects, share information on ITPI training projects and training skills, and help NGOs and practitioners involved in child protection to plan and design good projects. Such events also provide many opportunities for participants to network and collaborate on joint projects. ISPCAN has also helped establish (or supported established) societies of CAN professionals in 26 countries and regions, including six in Africa, five in Asia and one in Latin America. These National Society Partners hold the potential to play a lead role in addressing child protection at national, regional and international levels, by promoting research, policy and legislation; by helping to develop child protection protocols, systems, and services; and by addressing broader issues of child protection against violence, abuse and neglect, including childrens rights and child welfare. ITPIs aim: To train local CAN experts and local CAN trainers, and to help local organizations reach autonomy in their capacity to protect children from violence. Children cannot protect themselves. With ITPIs help, NGOs and government in developing countries can help build a countrys capacity to safeguard its own children. Raising public awareness of child abuse and neglect Many traditional societies deny the existence of child abuse and neglect, and by denying it, they avoid the need to take steps

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to stop or prevent it. Abused children suffer doublythey often have nowhere to turn for help, may have no laws to protect them, no safe shelters to rescue them, no trained professionals to counsel or assist them, and they also suffer the abuse in silence and shame, unaware that it is abuse and that they are innocent victims, not guilty of any act that could justify abuse from a caregiver. Further, when a society denies abuse and neglect even exist, abusive families do not get the help they need, abusive parents do not realize the harm they are doing, acknowledge their abusive behavior, or learn coping methods and positive parenting techniquesentire societies suffer generation after generation of abuse. ITPI projects can train professionals on child abuse and neglect and help establish CAN centers and CAN networks, but if the local society denies the existence of abuse and along with the government keeps it hidden, people do not report the abuse, children and families do not seek help, and organizations do not provide CAN services. In these instances, building public awareness of child abuse and neglect is crucial. Fortunately, training professionals and building public awareness on child abuse and neglect can be linked closely together, and support one another An ITPI training event attracts media coverage and public attention. Likewise, CAN media campaigns organized by ITPI projects bring more attention to and interest in CAN training. Regardless of the phase an ITPI project is working at (basic training, advanced training, train-the-trainer/facilitator, or ongoing consultation), raising and maintaining public awareness of child abuse and neglect is always important, and it is especially important in societies that deny the problem. ITPI supports country projects in their efforts to design media and public awareness campaigns, and community education events. In Georgia, a country that has no mandatory reporting of child abuse, no child protection legislation, and no system for collecting data on child abuse and neglect, ITPIs project took the unique step of organizing a CAN workshop just for journalists. Though initial media coverage on child abuse and neglect after the event was disappointing, the training was a good start, which strengthened contacts with journalists and hopefully planted seeds for greater future CAN coverage. Creating agents of change ISPCAN is a global society of CAN professionals, so it is natural that it helps member professionals in developing countries to build their local CAN capacity by supporting their training and access to related resources. As a CAN professional society, ISPCAN has expert members who are exceptionally well-qualified to help other partner organizations to design and organize CAN training programs. The ITPI training program is peer to peer, professional to professional. In building a cadre of local CAN experts from numerous disciplines, ITPI projects should also encourage these CAN experts to become agents of changechild protection advocates, who may be busy practitioners, but who also work at a macrolevel. This may include networking, speaking publicly, writing/ publishing, doing research, educating, training, and lobbying to make changes in national child protection laws, protocols, policies, systems, and services, Often ISPCAN professional members are the most effective child advocates working in their countries to establish laws against child abuse and neglect; to initiate data collection systems on CAN cases; and to implement CAN reporting systems, helplines, safe shelters, foster parent programs, and social services for CAN victims and their families, such as home visitation, positive parenting, and parent education programs to prevent child abuse and neglect. They also organize counseling programs for CAN offenders. In short, ITPI projects

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The ITPI Project Toolkit

ISPCAN
should be based on transformational learning towards social justice principles. Practitioners should become familiar with the Convention on the Rights of the Child, the UN Study on Violence against Children Recommendations, and the WHO/ ISPCAN Guide on Preventing Child Maltreatmentto understand their countrys commitment and obligation to protecting children, so as to be able to leverage this for greater success in their work. Informed practitioners make the most effective child protection advocates. They are the ones who are the most likely agents of change, who, through their commitment and work can make their countries safe for children. Lessons we have learned (Essential components of an ITPI project) ISPCAN has been organizing international congresses for 30 years. It has been organizing training events in developing countries for over 15 years, and developing and conducting longer-term training projects for nearly eight years. We have learned a lot about CAN training, and our projects and materials have evolved considerably. Here are some of the important lessons we have learned: Dedicate time and resources to project planning ISPCANs training projects now strive to provide funds and ensure time is allotted specifically for planning, monitoring and evaluating projects. Through years of experience in supporting training projects in developing countries, and assisted by valuable 2005 Strategic Planning and 2006 Organizational Capacity Development (OCD) meetings, these are now key components of all ITPI country projects. ITPI allocates modest funds and recommends that projects allocate time (ideally 4-6 months) to identify local resources and strengths (assets), to do a situational analysis and to engage local CAN professionals, other local organizations, government, and other stakeholders in project planning. Without time dedicated to project planning, projects do not collect adequate information, consult all important groups, analyze local strengths and weaknesses, and define precise goals and objectives. However, dedicating adequate time to project planning facilitates a broader consensus process in the program design, ensuring increased local relevance, support from government and other local organizations, involvement of local professionals and, consequently, greater impact on childrens lives. To help project leaders plan effective and relevant training projects, ITPI has developed several new project management tools, available on ISPCANs website (see box). These tools, which have undergone an international review process, help project leaders collect local information on child abuse and neglect, identify other concerned organizations, develop effective project plans, review and revise training materials; develop learning plans; identify measurable project objectives, and design methods of evaluating the project, as well as plans for sustainability. They also provide samples and suggest ideas for designing projects. ITPI also provides tools online to help project leaders assess and review training materials, including a form for recommending materials for review, a checklist for reviewing materials, and a guide for qualifying materials to carry ISPCANs logo. In addition to providing projects with curricula and other training materials, ITPI encourages projects to develop their own training materials and to use locally available materials or

The ITPI program has numerous tools available online to assist local partners in managing ITPI projects, designing CAN training programs, and reviewing CAN training materials.
Tools for Designing and Managing ITPI Projects

Policy Guidelines for ITPI Projects Guide to ITPI Project Design and Management Baseline Survey Form Information to Include in a Report on Baseline Survey Sample Measurable Objectives for an ITPI Country Project ITPI Objectives and Expected Results (from 2007-2010 Oak Foundation Proposal) Guide to Developing Country Project Objectives, Activities, and Expected Results Template for ITPI Project Proposal Sample Format for ITPI Project Budget Sample Project Timeline Sample Project Plan for First Year of a Project Grant Objectives Activities Results for Capacity Development and Training Projects Regional Coordinator Role and Agreement Country Project Leader Role and Agreement Annual Project Report Form Final Project Report Form Sample ITPI Country Project Agreement
Tools for Designing and Managing CAN Training Programs

Outline of a 3-day Multidisciplinary Foundation Training on Child

Abuse and Neglect Principles of Development of Training Programs Evaluation tool for training projects. Framework for Classification of Training Programs by Levels and Sectors A draft continuum of training module that identifies a desired progression of awareness, understanding, knowledge, and skills in addressing child protection. ITPI Medical Curricula on Child Abuse and Neglect ITPI Mental Health Curricula on Child Abuse and Neglect ITPI Multidisciplinary Curricula on Child Abuse and Neglect ITPI Training-of-Facilitator Curricula on Child Abuse and Neglect (coming) Guide to Adult Learning Principles Training Event Announcement Form Training Event Registration Form Facilitator Feedback Form (to be completed by facilitator/trainer) Training Evaluation Form (for post training evaluation) 3- to 6-Month Training Evaluation Form (for follow-up evaluation)
Tools for Reviewing Training Materials

Training Materials Recommendation Checklist for Reviewing Training Materials Guide for Use of ISPCAN Logo on Training Materials
International Resources

WHO/ISPCAN Guide Preventing child maltreatment: a guide to

taking action and generating evidence

UN Study on Violence: World Report on Violence against Children Preventing violence: a guide to implementing the
recommendations of the World report on violence and health

UN Convention on the Rights of the Child

ISPCAN
materials from other organizations. ITPIs checklist for reviewing materials should help projects identify and develop quality training materials. Three projects have piloted the checklist. Kenya and South Africa used it to revise their trainer and trainee manuals, and Colombia, to fine-tune its CD-ROM materials. These models are available on ISPCANs website. Assemble a multi-disciplinary project management team The first step in launching an ITPI project is to develop a committed project management team, with project leaders from different disciplines and from different organizations. ISPCAN signs a project agreement, ideally with professionals who are part of the leadership of a National CAN organization or related NGO partner. Together ISPCAN and this local partner identify a Country Project Leader, Co-Country Project Leader, and Treasurer. To encourage shared leadership and sharing of resources, ISPCAN requires that these three key roles be filled by professionals from different organizations. ITPIs Guide to Project Design and Management lists the preferred types of professional disciplines and types of organizations to be included in CAN training project leadership teams. The skills required of selected project leaders include project design and management, monitoring and evaluation, training of trainers, interactive training, networking, media relations, and advocacy. ISPCAN has found that creating a project leadership team from multiple disciplines offers a broader experience and knowledge base to the project, expanding the projects potential scope. A university professor, for example, might focus on research; a hospital physician, on treatment; an NGO leader, on a communitybased initiative; and a teacher; on detection of abuse, or positive discipline in schools. Shared leadership broadens the projects scope and impact, making it more relevant to more professionals, more organizations, and thus more children and more families. Local leader project ownership also ensures that projects align with appropriate local values, and do not inadvertently promote imported western values. After consulting with local stakeholders, assessing local resources and capabilities, and identifying and prioritizing local needs, the local project management team determines the scope and priorities of the project. ISPCAN staff and the ITPI Regional Coordinator consult on project planning, but it is the local project team leaders who develop the country project plan. Yet ISPCANs contribution to CAN training projects goes beyond a funding role. ISPCAN adds considerable value, by: Providing guidance and materials on project design and project management. Providing curricula and other training materials, as needed. Identifying appropriate trainers, as needed. Assisting with project monitoring and evaluation. Coordinating projects in different countries, facilitating project learning and idea exchanges. Training project leaders on project design and management. Bringing country project leaders together in regional meetings, for intensive educational, training and coaching opportunities, on project management and CAN resource materials. Trained and committed project leaders are critical for project success, both in training local CAN experts and in building local CAN capacity. Belarus, just one of many examples, has made great strides in training professionals from different disciplines, establishing interdisciplinary teams in four regions, and in engaging government, due in large part to highly dedicated and well-informed project leaders.

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How ISPCAN selects countries for ITPI projects

ISPCAN has developed a selection process for member partners interested in providing ITPI training, inviting candidates from developing countries to submit proposals, according to preset criteria. Good partners for ITPI projects are professional societies that are engaged in child protection work, and, where CAN professional societies do not exist, NGOs engaged in child protection work. To understand ITPIs criteria for selecting country projects, potential partners should review ITPIs Developing Country Training Policy Guidelines, available online. Candidates should have direct CAN experience, experience in training, the ability to identify and use good curricula, and experience and interest in CAN prevention.
Steps in implementing an ITPI country project

1. ISPCAN secures funding, or a promise of funding and invites developing country organizations to submit a proposal to ISPCAN for an ITPI project grant. 2. ISPCAN approves a grant for the organization, if the organization meets ITPIs objective selection criteria and if ITPI can secure the funding for the project. 3. ITPI signs an agreement with the local partner organization and together ITPI and this local partner select the members of the project management team: the Country Project Leader (CPL), Co-Country Project Leader (CoCPL), and Treasurer. 4. Prior to developing a detailed project plan, the country project team conducts a Situational Analysis on the status of child abuse and neglect in the country, using ITPIs baseline survey tool, obtaining data on child abuse and neglect from government and NGO sources, and consulting with key local stakeholders. 5. ITPI staff, the ITPI Regional Coordinator, and key ISPCAN Councillors then consult with the country project leaders to develop the country project plan, which identifies specific country project objectives, measurable indicators for these objectives, monitoring and evaluation methods, and resource materials to be developed. 6. ITPI approves the country project plan, and disburses funds to the partner organization. 7. During project implementation, ITPI staff, the ITPI Regional Coordinator, and key ISPCAN Councillors monitor the project, and consult on activities, as required. An external evaluator may also evaluate the project and provide feedback. ITPI provides training materials and trainers, as needed, to supplement local materials and trainers. 8. At the end of each year of the multi-year project, the country project leader and ITPI Regional Coordinator submit Progress Project Reports to ITPI, including data on the measurable indicators and evaluation feedback from trainees and trainers. Project leaders also share CAN resource materials they have created. 9. At the end of the multi-year project, the country project leader and ITPI Regional Coordinator submit Final Project Reports to ITPI, including data on the measurable indicators, evaluation feedback from trainees and trainers, results of another baseline survey, and evidence of changes in professional practice due to the training. 10. If the project merits renewal and ISPCAN is able to secure funds, the project is renewed for another multi-year grant. ITPI then works with the country project leaders to develop the next project plan and measurable objectives.

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ISPCAN
from ISPCAN as requested. Base projects on local culture The ITPI program provides guidance and resource materials, but local project leaders must adapt these to local cultures, local languages, and local needs. In fact, ISPCAN encourages project leaders to plan projects to be culturally appropriate and on their terms, within broad guidelines. Therefore, program training methods evolve as local beliefs and traditions do. Monitor and evaluate projects ISPCAN establishes broad objectives for ITPI training projects, but each country project identifies its own country-specific objectives, which align with ITPIs broad objectives. One country project may focus on child sexual abuse treatment and prevention (Cameroon) and another on child protection policy (Kenya). Countries may also address sub-themes, such as antibullying programs in schools (Thailand). The country project objectives address the needs prioritized in the situational analysis, and project leaders identify measurable indicators for each project objectiveso that project leaders, ISPCAN, donors, and the local community can measure the projects progress toward achieving its objectives. Identifying measurable indicators and collecting data on these indicators can be challenging. ISPCANs ITPI website provides guidelines and sample indicators to assist projects leaders in developing measurable indicators for their projectsboth process indicators and outcome indicators. (See box on the ITPI Project Toolkit, page 8.) Process indicators generally are activities or actions being taken to accomplish the objectives. Outcome indicators require ongoing data collection to demonstrate whether or not the desired changes in CAN expertise, prevention, intervention, or improvement in child protection practice are actually achieved. Measured at intervals over extended time periods, outcome indicators demonstrate whether or not a project is making real differences in the lives of children. Over the last eight years, ISPCAN has increased the level of project monitoring and evaluation, so country project leaders may always know whether or not their projects are effective, as well as for our donors. Establishing well-defined project objectives, measurable indicators, and monitoring and evaluation feedback at the project outset enables projects to stay on mission during implementation. ISPCAN thus asks project leaders to design monitoring and evaluation methods during the project planning stage. The ITPI project assigns ITPI Co-chairs, ISPCAN staff, and ITPI Regional Coordinators the roles of monitoring and evaluation, as well as the tools to facilitate monitoring and evaluation: sample measurable indicators, a facilitator feedback form, training evaluation form, and 3- to 6-month training evaluation form. ISPCAN also has developed a grid template that identifies overall ITPI objectives, country project objectives, measurable indicators, and expected results. This enables ITPI and country project leaders to keep track of project progress within the context of ITPIs overall objectives. ITPI continues to explore potential improvements in its evaluation tools. Develop local resource materials Quality training requires quality training materials, relevant to local customs and in local languages. For this reason, the ITPI projects allocate targeted funds for the development of local training materials and translation of existing training materials into local languages. Note: recent funding has been modest todate. ISPCAN also provides a checklist for reviewing materials to ensure that they meet ITPI quality standards. ITPI encourages projects to design materials specifically for their training focus,

Conduct an initial situational analysis Before launching or even planning a project, ITPI requests that project leaders perform a situational analysis. This ensures that before the project begins, it knows what activities are already taking place in the community, which resources are available, any gaps which exist in expertise, services, policies, systems, and what the stakeholders most urgent needs are. A good project is informed and shaped by a good situational analysis. To assist project leaders to conduct this situational analysis, ITPI provides a baseline survey questionnaire. Local projects can adapt and translate this survey into local languages for distribution to stakeholders, such as professionals with an interest in child abuse and neglect, local NGOs and international NGOs working locally, government officials, and community leaders. This baseline survey collects local information on child abuse and neglect issues in the community and involves stakeholders in the project, while helping the ITPI project leaders to build critical relationships with these stakeholders, toward local capacity building. It also creates increased project ownership and investment amongst stakeholders. ITPI encourages project leaders to identify and build upon local strengths, such as family and community values, current child protection laws and legal policies, available child protection services and service providers. ITPI project leaders need to explore locally available expertise (affiliated organizations and government agencies), which can help build local capacity to prevent and respond to child abuse and neglect. Then ITPI project leaders need to identify the most important local CAN issues and gaps in CAN expertise, training, services, systems, policies and laws. Similarly, project leaders need to analyze which community values are harmful to children, the most prevalent CAN problems, such as street children, refugee children, child war recruitment, child labor, child trafficking, child prostitution, intrafamilial child abuse and neglect, and institutional child abuse and neglect. They need to understand the level of CAN public awareness, the level of professional CAN training and education, and what prevention efforts are being made . Finally, they need to determine a plan that prioritizes the most urgent needs, according to local stakeholders. In addition to using ITPIs baseline survey, project leaders also collect data on the status of child abuse and neglect in the country from other sources: from a government CAN registry (if one exists), from ISPCANs World Perspectives report, from country reports made to the UN Committee on the Convention of the Rights of the Child, from UNICEF and WHO sources, and from other NGOs and government agencies operating in the country. Design long-range projects Effective projects that raise public awareness on child abuse and neglect, train a corps of local CAN experts and local CAN trainers, and build local capacity to protect children from child abuse and neglect take longer than one year. Child abuse and neglect is too complex a problem and requires too many trained professionals from multiple disciplines working together, with protocols, systems, services, and laws in place, to adequately prevent and respond to CAN cases. It is not a simple problem that can be solved overnight, by passing a law. It takes numerous concerted actions, sustained over time, by numerous professionals, organizations, and government. Because of this, ITPI supports 3-year projects, and expects most projects to last five to seven years before they are fully sustainable and autonomous. Over this 7-year period, responsibility for fundraising, grant reporting, project management, and program content shifts from one led by ISPCAN or shared by ISPCAN and local partners to one completely led by local partners, with input

ISPCAN
and to include trainer (facilitator) notes and training activities, such as interactive exercises, role plays, and case studies. Furthermore, it coordinates an inter-project exchange, enabling projects to share materials with other projects, so all benefit. Several projects have developed locally useful CAN materials: Argentina: books on local epidemiological research on child abuse and neglect, on CAN early detection and intervention, and on the educational, legal, health, policy, and mass media approaches to child abuse (distributed free in Latin America) Belarus: curricula entitled Plan and Prevention of Child Abuse in Residential Institutions. Brazil: CD-ROM on CAN training (1,000 distribution), two volumes of ITPI training papers (over three years) Congo: 30 CAN abstracts (French) for trainees Georgia: training modules, multidisciplinary professionals manual, program agenda for workshops with the government. Malaysia: outline for child protection training and protocols for managing a CAN case after hospital admission. Nizhniy, Russia: training materials, including a manual for the administration of child protection centers and recommendations for CAN specialists Thailand: school-based bullying prevention program curriculum

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best interests of the child. Growing evidence from countries around the world shows that ITPI is changing professional practice. In Argentina, the official system in Esquel started an office to care for victims and a multidisciplinary detection and treatment unit was created within the regional hospital, due to involvement of an ITPI team member. In Cameroon, ITPI facilitated professional networking on child abuse and neglect, which helped lead to adoption of a child protection code and family code. In Malaysia, children who were previously managed by only one agency are now managed by police, social welfare, and doctors, and the Welfare Department has agreed to develop a computerized database for collecting data on CAN risk factors, to serve as an at-risk registry, to which both the police and health sectors will be linked. In numerous countries, for example in Argentina, Belarus, Estonia, Kenya, Malaysia, South Africa, multidisciplinary CAN teams are now established, helping to protect children from violence, abuse and neglect. ITPI is making a difference, not just in the number of professionals trained in child abuse and neglect, but also in real improvements in their professional practice of treating and protecting children. ISPCAN has accomplished a great deal through the ITPI program, but there are many more professionals in developing countries who need training to prevent child abuse and neglect. ISPCAN needs increased funding to reach more professionals, and the children they serve. ITPIs country project leaders are Creating changes in practice volunteers, planning and managing ITPI training projects in ITPI-supported CAN training has real long-term value if it results addition to the other work of their organizations. Additional in improvement in professional practice. It must improve local funding will allow ITPI to further compensate country project CAN expertise, so that professionals effectively respond to, aid leaders, enabling them to do yet more. Further work is also and protect more children and families. Over the long-term, it needed in developing and translating resource materials into should result in less child abuse and neglect. It must help make French, Portuguese, Spanish, Arabic, Chinese and many other the country safer for children and families. languages. More work needs to be done to help our partners to ITPI project communities are beginning to demonstrate support their CAN staff members, who experience an extremely promising results. With CAN training, a doctor examining an high turnover, a common problem many child protection injured child knows to analyze the injury, as well as the organizations face in developing countries, due to fatigue, work information provided by responsible caregivers, questioning the pressure, low salaries, and lack of support structures and adults explanation of the injury if necessary. Further, if they systems. More work needs to be done to introduce evidenceidentify signs and symptoms of child abuse and neglect, they are based CAN interventionsinterventions shown to work, based on more likely to report it to police and child protective services. With local research. More government engagement in CAN training CAN training, police investigate claims of child abuse and programs and local CAN capacity building is needed. And finally, recognize when to make a report. Trained, both doctors and an increased focus on CAN prevention programs is essential. police know their responsibility to refer an abused child to a safe Child abuse and neglect is an enormous problem in developing shelter or assisting adult, and how to reach protective services. countries. The need for intervention and prevention is great. They may also be able to recommend interventions to assist the ISPCAN and its ITPI partners have much to doand we can do family. Following CAN training, professionals can more effectively much, with the support of donors, such as The Oak Foundation. address child abuse and neglect and take actions based on the

Growing evidence from countries around the world shows that ITPI is changing professional practice. ...In numerous countries, for example in Argentina, Belarus, Estonia, Kenya, Malaysia, South Africa, multidisciplinary CAN teams are now established, helping to protect children from violence, abuse and neglect. Most importantly, ITPI projects are demonstrating real improvements in trainees professional practice of treating and protecting children from abuse and neglect.

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ISPCAN
Membership Application Form - 2008 ISPCAN MEMBERSHIP DUES (check all that apply) Regular Membership ____$ 150 1 year, ____$ 280 2 years *Developing Country Membership (Per World Bank Reports) ____$ 55 1 year, ____$ 105 2 years Associate Membership (No Journals) ____$ 20 1 year Publication: World Perspectives on Child Abuse 2008 ____$ 39 (includes S&H) Donation to ISPCANs 30th Anniversary Poster $__________ *If you are from a developing country and can afford to pay regular membership, please donate the difference. Donors of $35 and more are recognized as Friends of ISPCAN TOTAL $_________ PAYMENT INFORMATION *NOTE: ISPCAN membership must be paid in US dollars.* If you do not wish to draw your check or money order through a USA bank, please add an additional US$25 or simply pay by credit card. Enclosed is a check or money order to ISPCAN - check or money order #_______________ Charge to credit card (check one): American Express Discover Mastercard VISA Card # ______________________________________ Expiration date ______________________________ Name as it appears on card: ________________________________________________________________ Signature ____________________________________________Todays date _______ / _______ / _______ MEMBER INFORMATION Gender: Male/Female Name_____________________________________________ Title / Position ________________________ Telephone___________________________________ Fax_________________________________________ E-mail address_______________________________ Web page ___________________________________ Please circle your preferred mailing address as provided below: Home or Office Organization _____________________________________________________________________________ Street Address________________________________________________________ City________________ State / Province __________________________ Country_________________ Zip / Postal Code_________ Do you authorize ISPCAN to publish the above contact information in the online and printed Membership Directory? Yes No Please send all payments to: ISPCAN, P.O. Box 809343, Chicago IL 60680-9343, USA 60680Credit card payments may be remitted via fax to 1.630.876.6917. E-mail: membership@ispcan.org 2007 - 2008 ISPCAN Executive Council
President Danya Glaser, MB Great Ormond St. Hospital, UK President-Elect Sanphasit Koompraphant Center for Protection-Childrens Rights, Thailand Secretary Gaby Taub, MSW Childrens Ombudsman, France Treasurer R. Kim Oates, MD, DSc. FRACP University of Sydney, Australia Past President Barbara Bonner, PhD University of Oklahoma, USA COUNCILLORS Irene Cheah, MD, FRCP Paediatric Institute, Jalan Pahang, Malaysia Jon Conte, Ph.D. Univ. of Washington, USA Sibnath Deb, MSc, LLB, PhD Univ. of Calcutta, India Howard Dubowitz, MD Univ. of Maryland, USA Lisa Fontes, PhD Union Institute & University, USA Jenny Gray, DipSW, Dip Fam. Therapy Dept. Ed. and Skills, UK Irene Intebi, MD, PhD Familias Del Nuevo, Argentina Victoria Lidchi, MSc, MPhil, DClinPsych CEIIAS, Brazil Bernadette Madrid, MD Child Protection Unit Network, Philippines Tufail Muhammad, MD Pakistan Paediatric Association, Pakistan Richard Roylance, BMedSc, MBBS, FRACP Logan Hospital, Australia Des Runyan, MD, DrPH, FAAP University of North Carolina at Chapel Hill, USA Ruth Soonets, MD Tartu Child Support Center, Estonia Julie Todd, BsocSc, LLB PMB Child and Family Welfare, South Africa Joan van Niekerk, MMedMC Childline South Africa Sezen Zeytinoglu, PhD Ege University, Turkey

Benefits of ISPCAN Membership

Monthly subscription to the prestigious Child Abuse & Neglect: The International Journal Daily Interactive Members Listserv and online Virtual Issues Discussions Informative membership newsletter and other publications Reduced rates at the biennial International Congresses and select events worldwide Networking opportunities and member information exchange Online Member directory / web services & CAN Resources

Add Your Name to ISPCANs 30th Anniversary Poster

Help us celebrate the work ISPCAN has done for 30 years to protect children worldwide from abuse and neglect. Help us make the world safe for children today. Using the form above, make a donation of $100 or more to ISPCAN ($30 or more in developing countries), and we will add your name to our special 30th Anniversary Poster, which will be posted at the Global Summit on Protecting Children from Violence, Abuse and Neglect in Chicago, April 8-10, 2008, at ISPCANs 17th International Congress in Hong Kong, September 7-10, 2008, and by our members and supporters worldwide.

ISPCANs Mission: To support individuals and organizations working to protect children from abuse and neglect worldwide.
This Special Report is published by the International Society for Prevention of Child Abuse and Neglect (ISPCAN) Editor Jenny Gray, DipSW, Dip Fam. Therapy Executive Director Kimberly Svevo, MA, CAE Membership Services Manager & Production Alexander Poleshchuk 2008. All rights reserved by ISPCAN, a membership organization with representatives from 180 nations committed to child abuse and neglect prevention. Views expressed in this report are not necessarily endorsed by ISPCAN. For information, contact: ISPCAN 245 W. Roosevelt Rd., Bld. 6, Ste. 39 West Chicago, IL 60185, U.S.A. Tel: 1 (630) 876.6913 Fax: 1 (630) 876.6917 Email: ispcan@ispcan.org Web site: www.ispcan.org

ITPI Chair: Irene Intebi, MD, PhD, Argentina ITPI Co-Chair: Ruth Soonets, MD, Estonia Regional Coordinators: AfricaWambui Njuguna, Kenya; AsiaKatrina Legarda, Esq, Philippines; Eastern EuropeLemme Haldre, MD, Estonia; Latin America Clemencia Ramirez, MD, Colombia.