Clerical Child Sexual Abuse in the Catholic Church of England and Wales: A Commentary of child safeguarding (\u3cem\u3eCumberlege Commission, 2007\u3c/em\u3e)

This commentary conducts a review of the child protection management mechanisms developed within the Catholic Church of England and Wales in light of the recommendations made by the Cumberlege Commission (2007). The commentary examines the performance of these mechanisms in order to identify shortcomings and suggest improvements and specifically analyses the response of ecclesiastical administrative authorities to the principle of ‘paramountcy of child safety’ as guaranteed in the Children Act 1989/2004 and Human Rights Act 1998. The commentary concludes that despite the Cumberlege Commission, child protection mechanisms continue to be set within (i) a centuries old clerical mind-set, (ii) closed institutional hierarchical governance, (iii) a secretive clerical culture and (iv) the complicated organisational management structure of the Roman Catholic Church

First Catholic Church of England and Wales safeguarding structure to protect children from Clerical Sexual Abuse: A Commentary on Nolan (2001) till Cumberlege (2007)

The current commentary analyses the Nolan Report (2001) and the Annual Reports (2001-2007) of the Catholic Office for the Protection of Children and vulnerable Adults (COPCA) formed as a result of the Nolan Report (2001). The commentary determines how wilfully the Catholic Church of England and Wales responded to the Nolan recommendations. This paper explores the success of this first child-safeguarding model (2001 - 2007) in relation to the deficiencies and structural modifications suggested by the Cumberlege Commission (2007). In conclusion, the commentary identifies a range of shortcomings and difficulties in the establishment of a uniform and secure child protection mechanism within the Catholic Church of England and Wales

Refugees and Resiliency An Inter-professional Planning and Learning Tool:A Trauma-Informed Lens

Introduction - The development of the inter-professional planning framework is the result of a collaboration between the One World Centre and the University of Dundee. Both organisations are acutely aware of the breadth and depth of need of refugees who are coming to Scotland and the limited resources in place to respond to such need. The idea of an inter-professional planning framework was to give both single agencies, as well as agencies working together, a quick accessible way of identifying and beginning to respond to diverse and complex needs for refugees. Given the war torn contexts many refugees will be coming from, a particular focus of the planning framework is child and family traumatisation and how best to facilitate child, family and community resiliency. The planning tool is in three parts: 1. Background information; 2. How to use The Planning Framework; and 3. The Planning Framework

An exploration of the factors that affect the ethnic identities of a group of three and four year old children

This study seeks to explore the relationship between the individual and the social and cultural in the development of young children's ethnic identities in the context of a particular nursery school and its community in the North-West of England. A group of children, three-quarters of whom were of Pakistani-heritage and a quarter of whom were of British white-indigenous heritage, were studied, initially at home and then as they started nursery, using an ethnographic approach. The research points to a conception of ethnic identity as part of a multiple, shifting and fixing network of performances which involve borders of belonging and marginalisation and which include identities of gender, age, class, ethnicity, culture and religion. The research reveals the way in which white, indigenous, more affluent children, (particularly girls), were encouraged as legitimate participants but how less affluent, white children, (particularly boys), and children from the least affluent and most traditional families of Pakistani - heritage were marginalised as outsiders, usually because of barriers of language and previous experience. Ethnic identity is thus conceived of as emerging from practices and communities and is mediated and brokered by access to participation. In this sense, participation, in all its forms, may be understood as an ontological imperative because without it, ethnic identity, and other forms of identity, cannot emerge. None of this is straightforward: it is embedded in the multitude of power relations which shape the world. The research points to a need for more recognition that cultural practices in early childhood education are not necessarily shared and greater clarity is needed about the sociocultural resources that children from different backgrounds bring to the experience of early childhood education. This requires thoughtful and sensitive professional development and exploration of what early childhood provision should look like if fossilization and marginalisation are to be avoided