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Multi-disciplinary Training Materials

Resources to Support Training on Child Abuse and Neglect Internationally

 

Introduction and purpose


  •   ISPCAN's mission is to support individuals and organizations working to protect children from child abuse and neglect worldwide.
  • The provision of optimal learning opportunities for professionals working with children and families is key to child protection. Drawing on the expertise of its members around the world, ISPCAN has developed a number of training-related resources in order to:
  • Support the provision of high quality, effective learning opportunities on child abuse and neglect worldwide; 
  • Promote the UNCRC General Comment 13: The right of the child to freedom from all forms of violence and strengthen the tools for good practice in the development, delivery and evaluation of training programs on child abuse and neglect.


Audiences


  •  ISPCAN's training-related resources are intended for use by trainers and participants around the world who are responsible for:
  • Developing and/or delivering training on child abuse and neglect;
  • Evaluating, reviewing or quality assuring training on child abuse and neglect.
  • They are also relevant to:
  • Sponsors of training on child abuse and neglect. 


Overview of resources


  • A brief description is provided of each of the resources, followed by a table to identify what resource is relevant to which audience.

 

1. Guidance on effective training practice


 

1A: Key principles for training programs on child abuse and neglect

  • A guide for trainers on developing and delivering effective multi-disciplinary and single discipline/sector professional training
  • The guide is relevant at all stages of the training process

1B: Adult learning guidelines

  • A guide for trainers, on key principles of adult learning, that are known to enhance the learning experience and outcomes
  • To be read with the Key Principles (Form 1A) document
  • Relevant at all stages of the training process

1C: Supporting the transfer of learning to practice

  •  Suggestions on how to promote the transfer of learning from a training program into practice
  • Relevant during and after training

1D: Preparing an existing curriculum for delivery in a specific country

  •  Guidance for trainers delivering training in a country that is not their own and of which they do not have in depth knowledge of the conditions in which child protection training will take place, such as the culture, infrastructure, processes, legislation, attitudes and values, workforce
  • See also Baseline/endpoint survey (Form 3C)


2. Examples of forms for the administration of training 


 

2A: Announcement of training event

  • An example of a form for announcing a training event to ensure that all essential information is                 included
  • Used as standard on ISPCAN-sponsored training courses
  • Can also be adapted by trainers for local use

2B: Training registration form

  • An example of a training registration form for completion by applicants to a course
  • It is designed to ensure trainers have essential information in advance about participants needs and relevant experience
  • Used as standard on ISPCAN-sponsored training courses
  •  Can also be adapted by trainers for local use.


3. Evaluating, reviewing and quality assuring training


 

3A: Facilitator feedback form (training)

  • An example of a form, which facilitators/trainers can use to feed back to sponsors or to evaluators, on their perceptions of training they have delivered
  • Used as standard on ISPCAN sponsored training courses
  • Can also be adapted by trainers for local use

3B: Participant feedback form (training)

  • An example of a form which participants can use to provide immediate feedback on training
  • Requires adaptation by trainers for use with a specific training program.

3C: Baseline/endline survey of country's/region's context in relation to child abuse and neglect

  • An example of a survey, designed to enable those developing, adapting or delivering training in             another country or region, to understand key aspects of the context and conditions in which child           protection practice takes place
  • Its use will help ensure the relevance of the training
  • By conducting the survey before and after the training, this can help evaluate impact and also inform future development of the training
  • See also: Developing or adapting training for a specific country (Form 1D)

3D: Summary and conclusions of baseline/endline survey

  • A form to summarize the findings from the Baseline/endline survey
  • For use by trainers.

3E: Checklist for reviewing training materials/programs

  • A checklist for reviewing and evaluating training programs on child abuse and neglect
  • For use by ISPCAN in reviewing training materials commissioned or submitted by members
  • Also for use by anyone commissioning or evaluating child abuse and neglect training

3F: Profile of training materials to be reviewed

  • ISPCAN encourges members to share examples of effective training programs, using this form
  • These will be subject to professional review using the Checklist for reviewing training materials/programs (Form 3E)


4. Curricula and training materials for different audiences


  • In addition to the above, ISPCAN provides outline curricula and materials, to enable the delivery of a number of face-to-face training programs, for different audiences. These include:
  • A set of powerpoint presentations (organized by topic heading) to accompany a one day foundation training programme (if this is more appropriate to the training needs of the participants)
  • Medical Curriculum


Table of resources for use at different stages of training process:

 

Commission and Quality Assurance

Develop and Design

Prepare

Deliver

Evaluate and Review

Users

1A: Key principles

1A: Key principles

1A: Key principles

1A: Key principles

1A: Key principles

Training sponsors, commissioners,

developers,

deliverers,

evaluators, reviewers

 

1B: Adult learning guidelines

 

1B: Adult learning guidelines

1B: Adult learning guidelines

Training developers and deliverers

1C: Transferring learning to practice

 

 

1C: Transferring learning to practice

 

Training commissioners and deliverers

 

1D Preparing curriculum for a specific country

1D Preparing curriculum for a specific country

 

 

Training developers

 

 

2A: Announcement of a training event

 

 

Training deliverers

 

 

2B:Training registration form

 

 

Training deliverers

 

 

 

 

3A: Facilitator feedback form

Training deliverers and evaluators

 

 

 

 

3B: Participant feedback form

Training deliverers and evaluators

3C: Baseline/endpoint country survey

3C: Baseline/endpoint country survey

 

 

 

Training developers

3D: Summary of baseline/endpoint survey

3D: Summary of baseline/endpoint survey

 

 

 

Training developers

3E: Checklist for reviewing training

 

 

 

3E: Checklist for reviewing training

Training sponsors, commissioners,

developers,

evaluators, reviewers

 

 

 

 

3F: Profile of training to be reviewed

Training reviewers



Click below to download these multi-disciplinary training materials in the following languages:

 
Arabic | Chinese | French | Russian | Spanish 

 

 

English

Outline of a 3-Day Multidisciplinary Foundation Training

ISPCAN Medical Curriculum

ISPCAN Multidisciplinary Curriculum (.ppt)

ISPCAN Physical Abuse - Intermediate (.ppt)

ISPCAN Physical Abuse - Intermediate Course Handout

 

 

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