[00:00:00] Speaker A: You don't need to be a specialist practitioner to help a child and to help a young person in a disclosure or if you suspect that there is being occurring to a child or young person. One of the key things is actually believing a child. We all have a role in both protecting them, but also supporting them to manage, deal with and recover and heal from trauma.
Welcome to the Emerging Minds podcast.
[00:00:31] Speaker B: Welcome, everybody.
[00:00:32] Speaker C: My name is Dan Moss.
[00:00:34] Speaker B: I'm delighted to be joined today by Alyssa Hall, Director of practice development and engagement at the National Centre for Action on Child Sexual Abuse. Alyssa is a social work service leader and executive with 30 years of experience working in violence against women and children, mental health and community service areas and settings. Along with her clinical work, she has extensive experience leading programs and initiatives to build the skills and knowledges of practitioners, organizations and sectors to better support and respond to the needs of children, young people, adults and families. Before we introduce Alyssa, we would like to pay respect today to the traditional custodians of the lands on which this podcast is recorded, the Kaurna people of the Adelaide Plains. We also pay respect to all Aboriginal and Torres Strait Islander peoples, their ancestors and elders past, present and emerging from the different first nations across Australia. And Alyssa, welcome. Where are you joining us from today?
[00:01:37] Speaker A: I'm joining from Mengen. I'm in Brisbane and the lands of the Turrbal and Yuggerapinkul. So North Brisbane, where the sun is shining today.
[00:01:46] Speaker C: Thanks. Olissa, can you tell us a little bit about the National Centre for Action on Child Sexual Abuse and your role?
[00:01:53] Speaker A: So the National Centre for Action on Child Sexual Abuse was established after the Royal Commission. So we've been around since at the end of late 2021. We are essentially established through a partnership between three leading organisations in Australia, so the Healing foundation, the Blueknot foundation and the Australian Childhood Foundation. So each of those organisations came together to form a partnership and created a separate entity, which is the National Centre for Action on Child Sexual Abuse, as a vehicle really to protect children and support better responses for victims and survivors. So I suppose for the National Centre, the why in terms of why we're here is pretty clear and that's that there's one in three girls and one in five boys experience some form of sexual abuse before the age of 18 in Australia. So the why for us is really clear. And I suppose our purpose in terms of an organisation is to really support a focus on protecting children, of course, from harm before it begins, but also on how we support children, young people and adults, really to heal and recover from the impacts of child sexual abuse which they carry across their life. So my role at the National Centre is director of practice development and engagement. And so amongst that range of activities that I oversee is around developing knowledge resources. So how might we provide information and knowledge to different practitioners and workforce groups, providing professional learning kind of education type activities, so both online on demand activities as well as kind of workshops and webinars, but also how we might influence the service system where workers operate, so how we support organisations as well. And I suppose just on that, you know, one of the whys also for us is in the early days, kind of a year and a half ago, we had the Tuka Learning and Development Survey, trying to understand really what practitioners and workers needed or were concerned about in terms of their knowledge and their learning in working with victims and survivors or understanding child sexual abuse. And there was about 1400 respondents in that survey, so really strong response rate and about 90 was 91% of people who completed that survey and who had undertaken formal study told us that they really did not feel equipped through their formal study to support children, young people or adults who've experienced child sexual abuse. So for us that's a really big call to action in terms of how we, you know, assist those workers and practitioners in really different areas. And that's probably the other thing that I would mention is that, you know, the work that we do really thinks about practitioners broadly, not necessarily just a sector in terms of child sexual abuse. It's really all of our responsibilities as workers who come into contact with children and young people, that we all have a role in protecting children and young people, not just specialist workforces and specialist practitioners. We all have a role in both protecting them but also supporting them to manage, deal with and recover and heal from trauma.
[00:05:07] Speaker C: That's really fascinating. So practitioners are really telling you, Elissa, that they acknowledge this role that they have in allowing children to tell their stories, whatever those stories might be, but that occasionally they're feeling like they're lacking the confidence or the skills to be able to do that.
[00:05:24] Speaker A: That's right. And I think, you know, we've recently, and I can talk a little bit more, but we've recently undertaken a community attitude study, fairly large population based survey, which was about the community's attitudes, not necessarily just workers, but that reinforced really the essence of what you've just said there about confidence, confidence and capability. Feeling like they have the capability really to create the safe space to allow, you know, children and young people to tell their story in whatever way that they tell it because it isn't always going to be told in a nice neat story in a verbal way, but also not only the confidence to hear it, but then the confidence to act. So, you know, we're certainly hearing from workers and practitioners that that's an area that they really don't feel that they are confident and capable in.
[00:06:13] Speaker C: Yeah. Alyssa, a lot's made at the moment around organisations and practitioners using a trauma informed practice framework. But are there specific skills and competencies that practitioners need to know and be able to practise specifically about TR children where child sexual abuse has occurred as opposed to other traumas?
[00:06:35] Speaker A: Yeah, it's difficult, isn't it, Dan? I mean, I think, you know, the answer is yes, yes and no. You know, the core tenets of trauma informed care and practice hold, you know, in terms of any child development and child trauma, of which child sexual abuse most certainly is one. So I suppose the things that I would particularly emphasise around child sexual abuse is, you know, there is immense shame, self blame and stigma that children carry who are experiencing child sexual abuse or who have that messaging around that it's somehow their fault, that they might have done something wrong, that they've created it. So this kind of immense, you know, shame and secrecy and stigma is a big part of child sexual abuse also that it often occurs in terms of a kind of a incredible violation of a relationship of safety in a relationship and often in a family relationship. And so thinking about all of those things, the impact that those things have on a young person and their development, I really just underline those tenets around safety, trust and transparency in terms of working with children and young people when that safety and that trust has been so fractured. It's very, very difficult for children and young people to be able to figure out where a safe environment is for them to be able to get the help that they desperately need. So I'd really kind of underpin, you know, the kind of children feeling safe is the essence, I suppose, of a trauma informed approach and certainly within the context of child sexual abuse, so that they're able to kind of, you know, access the support that they need. I think the other really interesting point to talk about in this area around trauma informed care and workers is, you know, as you've said, workers have and are growing, but certainly good understanding of trauma informed care now in many areas. And one of the things that's important to remember with working with child sexual abuse is to not be overwhelmed by the sexual nature of the trauma. And I think that's something that we hear that people tend to feel like it is just out of their skillset, out of their knowledge, out of their area of kind of confidence and capability. And there's a tendency to turn away because of the kind of sexual nature of the trauma. And really, I suppose we would encourage people to remember that working in a trauma informed way, they have those skills, they have the ability to create safety. So it's about leaning in and not turning away really, from the nature of it.
[00:09:15] Speaker C: Yeah. And in your work with practitioners, what have you found that's been helpful in terms of supporting practitioners to be able to do this, to be able to kind of stick with a conversation or a disclosure from a child where they might be naming some kind of quite graphic details of what's happened for them?
[00:09:34] Speaker A: Yeah. And I think, you know, a couple of the things are really from when we were speaking just before is that you don't need to be a specialist practitioner to help a child and to help a young person in a disclosure, or if you suspect that there is being occurring to a child or young person. And really one of the key things is about actually believing a child. So if a child or a young person is able to find the words to talk to you, and I think that's the other really important thing to talk about with disclosure is that we know from what victims and survivors have told us for a long time, and we know from the growing evidence base that disclosure is a process. It doesn't necessarily, and quite often, particularly for children and young people, happen in one neat bundle where they will come and tell you their story in a really clear, neat way. It happens in bits and pieces. It could be put out and taken back.
So it's really important to understand that that's the nature of disclosure, that it won't all kind of occur. It could occur in little bits and pieces. And it's different depending on age, you know, and stage in terms of a child and the young person as well. But really, I think the overwhelming kind of advice is the importance of believing a child when they do talk to you about disclosure or they do try to share. We know from victims and survivors and the growing evidence base is that if the power of the child or a young person being believed in terms of their ability to heal, recover and to get the help for the behavior to stop, which is ultimately, you know, what we're looking for as well, is incredibly powerful. So the ability for a worker or a practitioner to be a part by simply believing, having believing credibility in that child is incredibly powerful. To then have a child's able to continue to manage and kind of heal and recover over time. So believing, I think, is really a key message. The other, I suppose, things that we talk about are around managing self, you know, and being calm, even if you don't feel calm, but being quite calm in terms of your own behaviour because you are trying to create calm and safety for a young person or a child who isn't feeling calm and isn't feeling safe. So, you know, I think managing your own kind of self, managing your own responses, including your body language, including the way that your eyes look, you know, all of those kinds of things. But it is also about then taking action and transparency with, with a child or a young person in doing that. The caveat, of course, is we're talking about children and young people like they're all the same, but of course it's really different, depending on different, you know, ages and stages of development. But they're some of the key things that we talk about.
[00:12:25] Speaker C: Elissa, you mentioned there that some children or young people might. It might not be a linear process for them to disclose and in fact, for an adult in their lives, they might be checking out over a period of time whether this adult is someone that will be okay, will actually will believe them. And so what can practitioners do to actually provide those messages that, you know, they will believe, but they are also someone that it's worth sharing these stories with.
[00:12:53] Speaker A: I think it's a really important point to underline and we know from the evidence that actually a great number of children, young people don't disclose. Actually, the Royal Commission tells us, and amongst the other evidence, tells us actually the average timeframe for people to disclose child sexual abuse is 28 years. So there is an awful lot of children and young people who don't disclose and may never disclose. So that's an important thing to understand. So I guess understanding that makes it even more imperative really for us to be a safe enough person and a safe enough environment so that a child or young person will actually let you in and will actually allow the story to come out. And, you know, I think just underlying really what you've said, Dan, that it isn't, particularly with children and young people, and it won't always necessarily be a verbal, you know, depending on how young a child is. So, you know, I think some of the things that practitioners particularly can do is also know the signs, you know, be alert, be aware and lean in, I suppose, and curious, you know, and lean in in terms of the behaviour and what A child and young person is telling you so that they feel compelled and I suppose safe to be able to tell you and to be able to talk to you. I think the notion of being curious and asking the question is a really important, and it's not necessarily, you know, a front on question, but asking questions that create a relationship and safety are really some of the things that we would be talking to practitioners about. Regardless of where they sit in the service system. All practitioners could do that.
[00:14:32] Speaker C: You talked a little bit before about the overwhelming shame and stigma that children can feel. And of course, this can obviously come from perpetrators having them feel that the abuse was part of a relationship that was on an even keel. And of course, this hides power imbalances from children. Now, obviously, power is not something that children are used to or conditioned to talk about in our society. Are there things that practitioners or are there ways that practitioners can make power overt with children in their services that might encourage disclosures or different ways of thinking about their abuse?
[00:15:11] Speaker A: Yeah, again, a really good question. And I think understanding grooming and what grooming means and what grooming looks like is a really important thing for practitioners to be aware of and to do. And the kind of insidious nature of grooming and how it can be really difficult, particularly for young people and adolescents to really be able to understand and for workers to be able to understand when a behavior is a grooming behavior, because it's a behavior that often makes adolescents feel special. It does make them feel special, it does make them feel safe. It often is around children who are craving and young people craving that safety, craving that specialness, craving that special type of behaviour of which perpetrators and those who are grooming young people do use. That's an intentioned, manipulative behaviour that's part of child sexual abuse. So I think one, the first thing is really very much to be alert to the fact that it occurs. And really, I guess going back to those basic tenets of being curious, looking for the signs and the indicators that there is harm occurring, even if it's not, you know, your job as a practitioner isn't to find the evidence. It isn't to kind of dig and dig and dig and find the definitive evidence that something's occurring. It's to create the opportunity for a young person or a child to be able to tell you and confide and talk to you and share that. And that is by breaking that power imbalance. So it is by allowing them to have the power to share, you know, that story.
[00:16:51] Speaker C: Yeah, really interesting. Thanks Alyssa, you mentioned before that you've recently released some findings about attitudes across Australia to child sexual abuse. What did you find? Like, are we moving in the right.
[00:17:04] Speaker A: Directions or attitudes changing in some ways? There are both areas and the Australian child maltreatment study tells us as well there's some improvements, but there's an incredibly long way to go. And actually the prevalence and the statistics, as we mentioned before, are startling. Absolutely, incredibly startling. One in three girls and one in five boys. But in terms of the survey, a couple of the key messages that I think are really interesting to talk about is that the community's awareness. Through this study, we found that their awareness of child sexual abuse was actually really quite high. So it was quite close to what we think the prevalence numbers are. But the interesting thing was that a great many of those, whilst they had an awareness of child sexual abuse, they didn't think that it was an issue that they needed to worry about. So about a third of them felt that they weren't directly impacted by child sexual abuse. So when we look at those statistics and we hear 1 in 3 girls, 1 in 5 boys, what we know without question is that child sexual abuse happens in every community across Australia, so no one is immune from it. So I think it's really interesting for us to understand at a community level that people have an awareness but they still have a distancing. I don't think it's necessarily something that they need to be kind of concerned about or that is occurring in their area, in their workforce, in their network, in their neighbourhood. So I think firstly, that's really interesting for us in terms of what does that tell us about what we have to do in terms of helping the community. Another message, and I think particularly for young people, is a continued victim blaming attitudes towards victims of child sexual abuse. And I think particularly for adolescents and young people, that's incredibly concerning. So about 40% of respondents had victim blaming attitudes towards older children and their ability to responsibly and actively resist adult sexual advances. So those attitudes, those entrenched attitudes are really problematic and concerning and, you know, about 12% have had views that adolescent girls wearing clothing were asking to be sexually abused. So those kind of entrenched, you know, victim blaming attitudes are other things that are really important, I think, for us to lean into. There was also, you know, a couple of other messages were around. Some community members really don't believe or they're uncertain if they should believe children when they disclosed. So, you know, the credibility of children is not something that all people inherently believe in. So, you know, there is this questioning of credibility and this questioning of belief that continues to happen. So that wasn't the majority, but certainly was an attitude that we really need to try to combat.
[00:19:55] Speaker C: Yeah, it's really interesting. And even, you know, the most knowledgeable and skilled practitioners will talk about those kind of invitations to downplay a child's story or to think maybe a child's getting it wrong or to want to kind of reword what a child said. These are kind of invitations that it seems like really skilled practitioners are constantly having to think about and critically examine in the context of their own work.
[00:20:21] Speaker A: Yeah, I think that's absolutely true, Dan. And I think it's interesting around the pressure or the influence almost to only believe if everything lines up in a row or all of the story is clear or all of the evidence lines up. And, you know, we know very clearly, you know, a whole range of things, but we know one of them is about, you know, children and young people in particular will often recant their story. Now, that doesn't mean that they're not telling the truth. There's lots of different reasons for that. There is fear of safety, fear of repercussions and reprisal. Disclosing child sexual abuse for a child or a young person is an incredibly risky endeavor. So the consequences of disclosing child sexual abuse, whilst on one hand the consequences to get help and to stop the behavior, the consequence, on the other hand, is to, you know, severely impact your family, your relationships, your connection to community, your health, your physical health, your mental health. So the consequences of actually disclosing are really high for a young person. So we need to be aware of all of those things, as many of those things as we come to be a part of how they can find recovery and healing and support and help and safety as part of, you know, disclosing and the response to disclosing, because I think that's the other thing to remember for practitioners is it's not just the disclosure. It's not just the immediate disclosure. It's what happens then. The disclosure, in many ways is the beginning of that kind of next, you know, part of that journey. And so remembering that workers have a role and a responsibility that actually goes far beyond the disclosure.
[00:22:09] Speaker C: And of course, these messages that children, young people, are naturally adults, are providing us through their lived experiences, they're not new messages, are they? They've been quite consistent for a long time. I know one of the pieces of work that you do at the centre is kind of engaging with People with lived experience to try to kind of move forward with practices that support children.
[00:22:31] Speaker A: Yeah, absolutely, Dan. And you know, to kind of underline, you know, your comment, these are not new things that victims and survivors tell us. The Royal Commission and other, you know, many other investigations in states and territories have an incredible amount of testimony and experience and stories where victims and survivors have told us and told us and told us about, you know, their journey, the incredible impact that child sexual abuse has on their entire life. So I think we do have to listen to victims and survivors. So, you know, the National Centre tries to do that and many organizations, I think, you know, it's important to acknowledge, I think really do try to do that, do try to listen. And that's critical because victims and survivors are the experts of their life, you know, their story. One of the things we talk about at the national center is this notion of the different knowledge sources that are important for us to bring together if we're to kind of learn and change. So we talk about five knowledge sources, so we talk about evidence, you know, academic evidence, we talk about lived experience, knowledge and expertise and we talk about practice and procedural wisdom and cultural knowledge and wisdom and how it's our job almost to bring all of those lenses together, to synthesize those and think about all of the things that we learn from. So not just evidence, but evidence, experience, expertise, how we bring all of those things, things together and then create guidance and create knowledge that that actually is going to help people to change behaviour, because that's ultimately what we're looking for and it's ultimately what victims and survivors are looking for. They've told us for a long time that after an experience of child sexual abuse, a traumatic, which is not one experience, we know that child sexual abuse most often is multiple abuses, a series of abuse, and victims and survivors have told us many times that trauma is often compounded when they enter the service system because of a whole range of things. So some in terms of the way that practitioners and workers either do or don't work in a trauma informed way, but also all of the restrictions that we know that make organisations sometimes hard to engage with. So there's criteria and there's geographical locations and sometimes there's funding restrictions and so there's an awful lot of barriers and for victims and survivors accessing the service system as well. So, you know, listening to that and thinking about how we create access and how we learn from what they're telling us is important. And it's one of the things that national centres really Trying hard to do.
[00:25:12] Speaker C: Some practitioners talk to us about receiving multiple referrals from children because of school refusal. The prime motivation for working with a child might be because they're not going to school, or that they're misbehaving at school or that they're engaging in other risk factor behaviours. And they talk about the room or the space that they require or the authorising environments to be able to spend a little bit more time on children or young people's experiences of trauma. Is this something that you have done a lot of thinking on?
[00:25:45] Speaker A: Yeah, look, I think it's incumbent, you know, it's a really interesting obligation in many ways for us working in this space, a national centre, but all of our. All of the kind of partners and others doing incredible work and for a long time in this space to think about how we create a systems level change, because there's certainly work we need to do to support workers and practitioners and to support organisations and their systems, but there is also work to enable the organisations and workers to work differently. And that really is about how we kind of tune in and try to really shift these system level barriers. And education is a really great one. But in terms of the education environment, you know, teachers and educators do a fabulous job. Quite often, you know, they are trying to cope with an incredible level of activity, but also trauma that's happening for different people in different ways and they're trying to kind of do that and, you know, kind of teach their curricula and educate and keep people safe. And it's an incredibly challenging environment. I think when we're talking about young people and things like the growing acknowledgement and understanding around harmful sexual behaviour, so behaviours that are harmful between young people, often that's something that schools are really grappling with, how they manage and how they cope.
[00:27:06] Speaker C: Yeah. Do you think there's an increased appetite for change currently in the society? I mean, you mentioned before the Australian childhood maltreatment study, not to mention some of the work that you're doing that you've mentioned around attitudes towards child sexual abuse. Do you think, are you feeling positive about the environment for change?
[00:27:25] Speaker A: Look, I think, you know, yes, I think there is enormous potential, there's certainly enormous effort focus in the Australian context in lots of different ways. So, you know, both in an online and an offline kind of context. So we had the National Office for Child Safety and the National Strategy. We have, you know, departments like the Australian Centre, you know, the AIDS as well as the Office for E Safety looking at online, you know, particularly online safety for children and young people. So, yeah, I think there is an incredible amount of activity occurring, and I do feel hopeful. I think one of the challenges for us systemically is to think about how we coordinate our approaches, because the reality is children and young people need things to be joined up, right? They need. Because that's their. It's their. It's their life. And they need our systems to be joined up so that they can navigate what they need easily. So I think that's probably the biggest challenge. One of the biggest challenges for us is how do we coordinate the effort across all of the systems that children and young people enter into or access or need to get support from. So, absolutely hopeful, but lots more to do.
[00:28:33] Speaker C: What is it that you think practitioners can do to bring to the fore the great many stories of resistance or resilience or courage or connection for others that many children and young people or all, in fact, have experienced? How can practitioners bring these stories into the spotlight along with the problems or effects that have been created by the abuse?
[00:28:57] Speaker A: I think that's a really important thing for us to remember is that there is a great level of strength and power and resilience in children and young people and victims and survivors more broadly that we can learn from. So highlighting and understanding the stories. So I think learn from the stories. Learn from the stories and the information that, you know, we hear from people. But I also think it's important for us to remember that every individual is different and, you know, workers and practitioners, you know, it's important for us to remember that the individual in front of us is not necessarily going to react the same way another individual or a young person has reacted. So I think it's also to keep leaning in and to keep leaning into the individual stories. But I also think it's about a public narrative. It is about a community dialogue and a professional dialogue. We do know that, you know, we had was telling somebody a story the other day where I was writing down the name of the national center for Action on Child Sexual Abuse, and someone had written it back to me and taken out the word sexual and had just written the national center for Action on Child Abuse. So we know that people are uncomfortable in the space. So I spoke for workers and practitioners. It's to kind of really encourage them to lean in, because if they can't find a way to sit with it, how can children and young people find safety in them?
[00:30:17] Speaker C: So you talked before about the narrative, or the community or national, if you will, narrative around the issue of child Sexual abuse. What are a couple of directions that you'd really like to see that narrative go into in the future?
[00:30:32] Speaker A: Yeah, look, I think leveraging off what we know and what we've learned from the ACMS data from our community attitude study, the National Office for Child Safety has also done a campaign, a public campaign, one talk at a time campaign. I spoke leveraging off all of those things. One of the things that we would talk about is the importance of actually having the community dialogue, not buffering down the community dialogue. So actually keeping it in the spotlight is one thing that's really important. The Royal Commission was a number of years ago now, so keeping it in the spotlight is important. I think the next thing in terms of the kind of the community messaging is about response. How do we help people be confident, to actually respond and act in a compassionate way in a child centered and child led way. But how do we actually get people to actually act and to not look away? I think that those things are really keen for people to be able to do. I think the other thing is about helping people to understand that it's everybody's business to keep children and young people safe. It's everybody's business. It's not the business of specialist practitioners only, not the business only of police. It's everybody's business. We are bystanders. We are all in the community. We all have a responsibility and ultimately it's an adult's job to keep a child safe. It's not a child's job to keep themselves safe, it's an adult's job to do that. So how do we allow people to be active community members? In many ways, because we still live in environment and a community and a dialogue where there is, you know, that's, that's behind closed doors and that's a matter in a family environment and people don't get involved. That still exists in the Australian community. So, you know, how do we help people to understand that it is their business? And I suppose that probably the fourth thing is really going back to the comment that we were talking about before around victim blaming and particularly for adolescents. So those entrenched views that community and we are all community members hold and the responsibility we put on young people to look after their own safety, to be responsible for their own safety at the hands of adults is something we have to really challenge.
[00:32:42] Speaker C: Yeah, that's really great advice. Eliza, you talked before about making sure that we treat every child as an individual and every child's story is unique within trauma informed lenses. Like how can Practitioners make sure that they're not becoming overwhelmed by the kind of lists of kind of effects that might be experienced within children's bodies and brains and actually take the time to listen to the complexity and the uniqueness of their story.
[00:33:11] Speaker A: It's a good question. I think some of it, you know, there's multiple paths to it, and certainly some of it is about managing self. So some of it is about being able to manage yourself and your nervous system and which we're asking children and young people, you know, that's what they're trying to do, manage their self and their nervous systems, which are completely out of control. So we need workers and practitioners to be able to do that for themselves, to be able to have a calm, safe body and mind, because that helps a child or a young person to be able to have a calm and safe body and mind. I think thinking about the impacts on workers is really important as well. So thinking about going to use vicarious trauma, but also thinking about burnout and fatigue, understanding the impacts that working with children and young people who are experiencing trauma is having on you, is really important for you to be able to manage your own behaviour and the way that you're then able to interact with children and young people. So I think having an insight to the impact it's having on you actually is helping children and young people. So, you know, I guess, kind of we should be talking about that, I think, probably more than we are. The other thing, I think, Dan, that's really important to talk about, and we did mention it, but certainly that children and young people are different and that they have different experiences and they have different environments and they have different families and they have different contexts and they have different cultures and they have different levels of vulnerability and all of those things are playing out in the child or young person that's sitting in front of you.
[00:34:48] Speaker C: Alessa Hall, Director for Practice Development Engagement from the National Centre for Action on Child Sexual Abuse, thank you so much for joining us today. I think everyone will agree that that's been a really insightful and engaging conversation. It sounds like there's lots of work being done in this space, but there's lots of work still to be done and some really great, I think, advice and encouragement for practitioners within that conversation to be listening to children's stories and to be remembering that keeping children safe is everyone's business. Alyssa, thank you so much for joining us today.
[00:35:24] Speaker A: Thanks for having me, Dan. It's been great to chat.
[00:35:26] Speaker B: It's been such a privilege talking with Alyssa today. If you would like to know more about the work of the National Centre, you can find them on nationalcenter.org and if you are a practitioner looking for some advice on working with children who have experienced child sexual abuse, please have a look at the Emerging Minds course supporting children who disclose trauma. Thank you all for joining me today. Can't wait to speak with you.
[00:35:50] Speaker C: Next time.
[00:35:53] Speaker A: Visit our
[email protected] au to access a range of resources to assist your practice. Brought to you by the National Workforce Centre for Child Mental Health, led by Emerging Minds, the Centre is funded by the Australian Government Department of Health and Aged Care under the National Support for Child and Youth Mental Health Program.
