- Page 1 and 2: School of Social Work and Social Po
- Page 3 and 4: This report is dedicated to the mem
- Page 5 and 6: “These bitter sorrows of childhoo
- Page 7 and 8: Acknowledgements As the last in a s
- Page 9: The Evaluators The contracted agenc
- Page 13 and 14: List of Tables Table 1 Key Features
- Page 15 and 16: Table 52 Responses to Stakeholder S
- Page 17 and 18: List of Figures Figure 1. The evolv
- Page 19 and 20: Foreword In my Foreword to the rst
- Page 21 and 22: Executive Summary More than words t
- Page 23 and 24: Secure Welfare clients was 9.7 year
- Page 25 and 26: time of referral as having problems
- Page 27 and 28: with larger samples. Depression sym
- Page 29 and 30: Chapter 1: Introduction 1.1 Overvie
- Page 31 and 32: Table 1. Key Features of the Take T
- Page 33 and 34: Chapter 2: Evaluation Design and Me
- Page 35 and 36: Figure 2. Take Two’s research and
- Page 37 and 38: occurred. Surveys are sent to clien
- Page 39 and 40: circles focus on the interface betw
- Page 41 and 42: Chapter 3: First Five Years of the
- Page 43 and 44: The DHS submission brief (2002c) ou
- Page 45 and 46: service, the research team has deve
- Page 47 and 48: Figure 5. Map of Take Two locations
- Page 49 and 50: have been traumatised by abuse thro
- Page 51 and 52: of this clinical service has been t
- Page 53 and 54: Development Of cer and a Training O
- Page 55 and 56: Table 6. Take Two’s Publications
- Page 57 and 58: Chapter 4: Children and Young Peopl
- Page 59 and 60: The mean length of time cases were
- Page 61 and 62:
Table 10. Number of Siblings for al
- Page 63 and 64:
4.4 Children’s experience with th
- Page 65 and 66:
Mean number 8 7 6 5 4 3 2 1 0 Figur
- Page 67 and 68:
Percentage 50 45 40 35 30 25 20 15
- Page 69 and 70:
Another descriptor of child protect
- Page 71 and 72:
• As required for Secure Welfare,
- Page 73 and 74:
items are scattered in three of the
- Page 75 and 76:
isk of sexual abuse. Males (84.3%)
- Page 77 and 78:
Table 17. Comparison between Aborig
- Page 79 and 80:
• Of the 165 surveys where it was
- Page 81 and 82:
Table 19. continued Emotional, Beha
- Page 83 and 84:
Table 20. Comparison between Aborig
- Page 85 and 86:
time of initial assessment by Take
- Page 87 and 88:
Chapter 5: Aboriginal Children and
- Page 89 and 90:
Program and research development
- Page 91 and 92:
5.4.2 Days in the lives of the Abor
- Page 93 and 94:
5.5.3 Description of the children a
- Page 95 and 96:
Table 24. Responses in ATSI Assessm
- Page 97 and 98:
understanding’ of Aboriginal hist
- Page 99 and 100:
From the outset, Yarning up on Trau
- Page 101 and 102:
Percentage of respondents 100 90 80
- Page 103 and 104:
and strength as part of culture. Fo
- Page 105 and 106:
experience actually opened the sess
- Page 107 and 108:
. . . demonstration project of auth
- Page 109 and 110:
Chapter 6: Therapeutic Intervention
- Page 111 and 112:
Figure 28. An overview of the thera
- Page 113 and 114:
and Ken Hoffman and colleagues (Cir
- Page 115 and 116:
‘The formulation becomes a workin
- Page 117 and 118:
Examples of desired outcomes in ref
- Page 119 and 120:
As seen by many examples already li
- Page 121 and 122:
Table 29. Location of Service Provi
- Page 123 and 124:
The following case study of Billy i
- Page 125 and 126:
Shanelle had made disclosures about
- Page 127 and 128:
The other critical factor in helpin
- Page 129 and 130:
supporting parenting skills, wherea
- Page 131 and 132:
Chapter 7: Outcomes - Emotional and
- Page 133 and 134:
Table 33. Baseline Data: Percentage
- Page 135 and 136:
Table 35. Baseline Data: Responses
- Page 137 and 138:
Table 38. Percentage of Take Two Cl
- Page 139 and 140:
Table 39. Mean scores of the SDQ Sc
- Page 141 and 142:
7.7 Summary The SDQ is a standardis
- Page 143 and 144:
Chapter 8: Outcomes - Trauma Indica
- Page 145 and 146:
Concerns - Distress subscale includ
- Page 147 and 148:
8.3.3 Comparing children’s presen
- Page 149 and 150:
Table 44. Number and Percentage of
- Page 151 and 152:
p
- Page 153 and 154:
Chapter 9: Outcomes - Social Networ
- Page 155 and 156:
Figure 35. Representation of a 10-y
- Page 157 and 158:
A number of the previous gures por
- Page 159 and 160:
Moderate associations were found be
- Page 161 and 162:
Chapter 10: Perspectives of Childre
- Page 163 and 164:
Percentage of surveys 100 90 80 70
- Page 165 and 166:
Percentage Percentage of surveys of
- Page 167 and 168:
Table 51. Responses to Stakeholder
- Page 169 and 170:
child is doing better at school was
- Page 171 and 172:
Table 53 summarises responses from
- Page 173 and 174:
10.7.3 Voices of the carers Twenty-
- Page 175 and 176:
Examples of what could improve? - a
- Page 177 and 178:
Examples of what was most helpful -
- Page 179 and 180:
Examples of what could improve? - a
- Page 181 and 182:
Chapter 11: Take Two Clinicians’
- Page 183 and 184:
11.4.4 Take Two’s engagement with
- Page 185 and 186:
Table 63. Overall Progress as Rated
- Page 187 and 188:
Chapter 12: Feedback from Broader S
- Page 189 and 190:
Service. This was considered bene c
- Page 191 and 192:
time and what it re ects; for examp
- Page 193 and 194:
As it relates to Aboriginal clients
- Page 195 and 196:
Chapter 13: Program Effectiveness 1
- Page 197 and 198:
One of the complexities to be consi
- Page 199 and 200:
Table 69. Management Information Sy
- Page 201 and 202:
Table 71. Program Evaluation — An
- Page 203 and 204:
Chapter 14: Conclusion “It has be
- Page 205 and 206:
they had a less extensive history i
- Page 207 and 208:
Analysis of TSCCs over time found r
- Page 209 and 210:
Areas of potential research that de
- Page 211 and 212:
References Ainsworth, F. & Maluccio
- Page 213 and 214:
Harrison, J. (2008). Cultural Yarn
- Page 215 and 216:
Glossary Glossary of Acronyms and T
- Page 217 and 218:
List of Appendices Appendix Number:
- Page 219 and 220:
Appendix Two ACHS Standards and Exa
- Page 221 and 222:
Appendix Two ACHS Standards and Exa
- Page 223 and 224:
Appendix Two ACHS Standards and Exa
- Page 225 and 226:
Appendix Two Take Two’s Activitie
- Page 227 and 228:
Appendix Four Take Two’s Activiti
- Page 229 and 230:
Appendix Seven Take Two’s Activit
- Page 231 and 232:
Appendix Nine Number of SDQs Attemp
- Page 233 and 234:
Appendix Ten Number of TSCYCs Attem
- Page 235 and 236:
Appendix Twelve Stakeholder surveys
- Page 238:
Take Two Painting Artist: Emma Bamb