Kieren, 18, and his kinship carers Olga and Brian, have enjoyed opening their home to children.
Dear Carers,
Welcome to our first edition of Caring Together for 2025 –a year that promises to be a significant one in child protection, with many important initiatives underway.
As the school year ramps up, this issue has a focus on education, including a helpful run-down on who’s who on the school campus to support student wellbeing, mental health, and autism inclusion. There have certainly been a lot of changes since I was at school!
Fostering strong relationships is key to supporting young people, and we’ve put together some ideas on connecting with the child you care for and promoting healthy sibling bonds.
We have also highlighted examples of peer groups for Aboriginal children and young people in care that are bringing wonderful benefits in terms of connection to culture and a positive sense of identity.
Finally, we’ve included details on upcoming training sessions for carers, which I hope many of you will find valuable to attend.
Thanks so much for your continued support.
Jackie Bray Chief Executive, Department for Child Protection
Department for Child Protection Chief Executive Jackie Bray with actress Shantae Barnes-Cowan, an emcee at last year’s SA Child Protection and Family Support Symposium.
Spotlight on cultural connection
Aboriginal and Torres Strait Islander children in care have been connecting with culture and forging friendships with their peers through artwork sessions, camps, language lessons and social activities.
The Nunga Girls, Nunga Boys and Minya Girls groups in Adelaide’s north are providing opportunities for Aboriginal children to learn more about their culture. They were set up by DCP Acting Principal Aboriginal Consultant Lyn Liddle.
Lyn said the groups had been embraced by children and carers alike, and were helping many young people become more comfortable with their identity.
“It’s created a safe place to talk about being Aboriginal,” she said. “For example, three young girls were sitting in the back of a van and looking at the colour of their arms, talking about what it means to be Aboriginal.
“Some of the girls struggle with identity. But it’s taught them to be proud of their family and their circumstances.”
One 14-year-old girl, who has Ngarrindjeri, British and Irish heritage, said she enjoyed connecting with her peers “through culture”.
“In indigenous culture, it doesn’t matter what your culture is –you’re siblings,” she said during a recent swimming centre trip.
“In the past….kids at school have said, ‘You should be ashamed of being Aboriginal’, and since I’ve been bullied, it’s helped me build my confidence about my culture and now I’m not taking it for granted that I get to come here and hang out with these amazing people.
“I’ve been through some really rough times but I’ve been able to talk to people that are there to support me.”
The Nunga Boys, supported by male workers and mentors, learn about Aboriginal culture and healthy peer relationships, with activities including learning to play the digeridoo, painting, crafting and various recreational activities.
The Department for Child Protection has hosted, funded or helped facilitate more than 100 events across SA over the past year to support Aboriginal and Torres Strait Islander children in care.
In addition to the Nunga and Minya groups, the Murraylands Cultural Youth Group offers Aboriginal young people aged 13-18 the chance to get together for cultural tours, camps, and other events, such as 10-pin bowling.
For information about local peer groups and cultural events in your area, speak to your child’s case worker.
Paving the way to a strong relationship with your child
If you care for children or young people who have had traumatic experiences, the relationship you build with them can be lifechanging in their healing journey. Sometimes that relationship can be confusing to navigate, as children and young people who did not have the opportunity to form nurturing relationships during their early childhood often find it very challenging to build and maintain healthy relationships.
Tip of the iceberg (what we can see)
Despite all your efforts to invest time and attention in your child, you might feel like they are trying to avoid the relationship with you. Perhaps they are using aggression or other behaviours designed to keep you ‘at a distance’.
Or you might notice your child or young person seems preoccupied with relationships and acts overly ‘clingy’ towards you.
What is happening underneath the surface?
Children who experience consistently loving and nurturing care develop beliefs that they are good, capable and worthy. This helps them approach new situations with the confidence that relationships are supportive and worthwhile.
On the other hand, children harmed by their caregivers can develop negative beliefs about relationships. They often learn not to rely on others as they assume future relationships will be similarly unreliable or unsafe.
Strategies to promote healing
Relationships with caregivers strongly influence whether a child or young person will develop positive or negative internal beliefs. As the child’s carer, there are things you can do to help them build positive, safe and strong relationships with yourself and others, now and into the future.
• Take
care of yourself
Caring for children who have experienced trauma is usually both rewarding and exhausting. Think about your support network: Do you have friends or family to talk to about the hard bits, or who can help you in practical ways? Have you considered joining support groups, seeking counselling or connecting with other carers? Ask your support worker or kinship care worker about opportunities to link up with carers.
• Give the child your attention and communicate openly
Sometimes parenting advice involves not giving children attention for ‘doing the wrong thing’ (for example, sending them to their room or giving them the ‘silent treatment’ until they apologise). For children and young people who have experienced trauma, these strategies can confirm their fears that relationships are unstable, caregivers are unreliable, and they are alone.
It is natural that you will have times when you are upset with the child and might need a moment to yourself, but make sure you clearly explain this rather than leaving them to guess. You could say something like, “I need to take a moment because I’m upset. But I still care about you, and we can talk more in a minute.”
• Listen to the child and be a source of safety
Take the time to listen and talk to your children regularly. They will often slowly begin to talk about what’s going on underneath the surface and what they need. Responding in ways that are empathetic and caring will show them they can rely on you to be their ‘safe base’ when they feel upset.
• Respond based on their needs - not their age
Often children and young people who have experienced harm have delayed emotional development, so it is important to adjust your expectations to ‘meet them where they’re at’. Over time and with reassurance, they will learn that they can depend on you.
• Offer relationship repair Every relationship has tough moments or ‘ruptures’, but when repaired, these can help build stronger relationships. Relationships can be repaired by acknowledging something difficult has happened, showing affection and care for the child or young person’s experience, apologising and forgiving.
• Other strategies include:
• noticing what makes the child feel special and cared for, and
• being patient with progress.
If you and the child in your care have different cultural backgrounds
Concepts of relationships are culturally informed, and your child’s cultural template may differ from your own. Understanding this will help you build a culturally safe relationship.
For Aboriginal and Torres Strait Islander children and young people, connection to culture, Country, kin and family are highly important. Helping the child to maintain these relationships may help strengthen your own relationship with them.
If you’d like extra information, training or help to understand how your child’s cultural background might affect their world view, speak to your support worker.
Free training on trauma responsive care
DCP and the Australian Childhood Foundation have created training for carers on understanding trauma and supporting children.
Visit bit.ly/acftraumatraining to register.
Read more about strengthening relationships with children and other topics in the Iceberg Model trauma-informed guide on DCP’s website: bit.ly/icebergtraumacare
Supporting sibling relationships
Children and young people in care often have complex family dynamics. Many have reported that truly getting to know them needs to involve taking genuine interest in their pasts and families – particularly their siblings.
CREATE Foundation, the peak body for those with a care experience, has collaborated with young people to create Sibling Connection: A Practice Guide for Caseworkers and Carers. The guide lays out six steps for building connection:
1. Get to know me
2. Fully listen
3. Take on what I say
4. Think about how I feel
5. Tell me what’s going on
6. Care about my family.
The guide has practical tips, prompts to help you reflect and links to resources, such as podcasts.
Understanding family
Knowing who your child or young person considers to be a sibling is an important part of learning what ‘family’ means to them. Their list might include:
• birth siblings
• foster siblings
• step siblings
• residential care siblings
• cousins
• other family members.
Download the Sibling Connection Practice Guide at bit.ly/createsiblingconnection
New Tailored Learning program supports students with complex needs
For some young people, complicated life circumstances can make attending school particularly challenging. One size doesn’t fit all when it comes to schooling, which is why the Department for Education has introduced a new ‘Tailored Learning’ model.
Tailored Learning supports eligible young people in years 8-12+ who are not attending school or who are at risk of disengagement due to multiple complex barriers, through a wrap-around support approach. Tailored Learning support aims to help the student to reengage with their learning in a location that best suits their needs.
The program support replaces Flexible Learning Options (FLO). It involves strengthened school oversight and increased learning opportunities for students at risk of disengagement. The preferred learning location for students is onsite, wherever possible.
At the centre of the initiative is a tool developed to identify students that would benefit from Tailored Learning and provide advice on which supports are needed, depending on the student’s personal barriers.
Learning plans are delivered via a modified timetable, using various approaches including SACE accredited learning, vocational courses, online learning, work placements, volunteering and wellbeing and social programs.
If the young person you care for is experiencing barriers to education, speak to their DCP case worker about Tailored Learning, and find more information here: bit.ly/edtailoredlearning
Wellbeing and inclusion at school: Who’s who
If you are concerned about your child’s wellbeing at school, it might be hard to know who to ask for help. Here is a brief ‘Who’s who’ of some key roles in public schools responsible for supporting student inclusion. We encourage you to talk to your school to understand the specific supports available.
Student wellbeing leaders are teachers with expertise in wellbeing and mental health. They can help students with:
• attendance, positive behaviour and learning
• strategies to support positive relationships
• advice about other support services outside school
• support when emergencies or critical situations happen at school.
More info: bit.ly/wellbeingleaders
Autism Inclusion Teachers (AITs) have received extra training to support other teachers to:
• understand how to support autistic students
• promote autistic student voice and agency
• make sensory and environmental adjustments
• access information and training about autism.
More info: bit.ly/AITs
The School Mental Health Service is being rolled out in some high schools, area schools and R-12 schools across the state. It works in partnership with other wellbeing supports.
Participating schools have a mental health practitioner with a background in psychology, social work or occupational therapy. They help to:
• spot student mental health concerns early on
• support students to develop strategies to manage distress and maintain their mental health
• contribute to referral and case management processes for students with more complex mental health presentations
• improve the school community’s understanding of mental health.
More info: bit.ly/schoolmentalhealthservice
Participating schools: bit.ly/MHSschools
Hard work pays off for Deja
Seeing the care a dying family friend received has inspired 18-year-old Deja to pursue a career in nursing.
“I was going to the hospital … and seeing how he was treated, and it made me think, ‘I want to be able to help people like they helped him in his last few months of life’,” the Fleurieu Peninsula woman said.
Deja was among almost 140 young people in care who were invited to a special ceremony at Government House in December, to celebrate their hard work completing Year 12 or the equivalent.
She received an ATAR in the 80s, enough to comfortably secure a place at Flinders University’s Bachelor of Nursing (Preregistration) course.
“For all the hard work that went in, it was definitely worth it,” Deja says of her final year of schooling. “I got beyond what I wanted, so I’m happy.”
Deja is also a dedicated triathlete, and has her sights set on representing Australia at the Brisbane Olympics in 2032, having already made waves at major Australian meets.
“I dream of making it to the Olympics – this is part of what motivates me as I am fully committed to taking it step by step with the focus to continual growth,” she said.
Deja is working as a barista at a local café – a role she plans to keep while studying. She lives with her grandparents Clive and Kerry, and Clive said the couple were “enormously proud” of their granddaughter.
“She’s applied herself and tried really hard because she wants to achieve something in life – not just with sport but with her education as well,” the kinship carer said.
Above, Deja with her grandparents Kerry and Clive, and below, with SA Governor Frances Adamson.
Children bring new joy for kinship carer’s family
Caring for young children brought a wave of emotions for Olga, who quickly connected with the first toddler who came to stay with her family.
Olga, who lives in Adelaide’s inner-south, has been caring for children on a respite and emergency basis since last year, beginning with a two-year-old girl.
“I was changing her nappy and she stretched out her arms and started touching my face – it was so cute,” she said.
“It gave me a lot of joy. Honestly, the experience was amazing. She came again for a second respite and when I came home from work, she was there with my dog and my husband waiting for me at the gate – it was beautiful.”
Olga and Brian didn’t have any children together, but became kinship carers for Brian’s nephews Kieren, now 18, and Sammy, now 20.
Kieren still lives with the family and, as he reached adulthood, the couple decided to also begin offering care to other, unrelated children.
Since taking on the first little girl, the couple have provided care for five other children aged under seven, and enjoyed spending time with them outside, going to the beach and taking their dog for walks together.
“They’re part of our family, even if it’s just for a period of time, so we involve them in every single activity,” Olga said.
Kieren is part of the department’s Over 18 Education Initiative, which supports young people up to 25 who remain in family-based placements.
The initiative provides basic carer payments and an education allowance if the young person is studying full-time secondary or tertiary education, or if they are undertaking the full-time components of an apprenticeship.
Kieren studied last year and this year is looking into beginning a trade apprenticeship.
The couple are members of the Additionally Approved Carer program, under which kinship carers also provide emergency, respite and short-term foster care placements.
Olga said caring for younger children has opened her eyes to a different side of Brian and strengthened the couple’s relationship.
More information about post-care services is available at: bit.ly/carerpayments
Kinship carers Olga and Brian, pictured with their dog Boston, have also offered respite and emergency placements.
Learning sessions across our state
Supporting family contact, understanding the National Disability Insurance Scheme (NDIS) and online safety are among the focus areas of dozens of learning sessions for kinship carers this year.
The Kinship Care Learning and Development Program began in 2023, and since then, more than 600 attendees have taken part in the sessions across SA.
During April, events will be held in Adelaide, along with Kadina, Port Lincoln, Murray Bridge, Whyalla, Port Pirie, Barmera and Strathalbyn.
Kinship carer Maria, who cares for her grandson, has attended at least five sessions in the program on topics including mental health, finding your feet as a kinship carer and loss and grief.
She has enjoyed the program’s face-to-face format.
“That’s how I learn best,” she said. “Also, I find it useful to be able to talk honestly and openly, share our stories and listen to other people’s experiences and what they’ve found useful in their journey.”
April sessions
Impact of alcohol and other drugs
Kadina, Wednesday, 2 April, 10am–1pm
Prospect, Friday, 4 April, 10am–1pm
Staying strong as a kinship carer
Elizabeth, Thursday, 3 April, 10am–2pm
Therapeutic play
Port Lincoln, Friday, 4 April, 10am–1pm
Online safety
Bedford Park, Tuesday, 8 April, 10am–noon
Advocacy in care
Morphett Vale, Tuesday, 8 April, 10am–noon
Understanding the NDIS
Strathalbyn, Wednesday, 9 April, 10am–1pm
Working in partnership with DCP
Whyalla, Thursday, 10 April, 10am–1pm
Helping kids thrive: Case plans and what they mean
Port Pirie, Thursday, 10 April, 10am–1pm
Supporting family contact
Murray Bridge, Friday, 11 April, 10am–2pm
Finding your feet as a kinship carer
Barmera, Tuesday, 29 April, 10am–1pm
See the calendar of sessions at bit.ly/kinshiplearning
Learn more about the modules and register to attend at bit.ly/kinshipsessions
Carers Maria and Entholine, with Kinship Care Worker Karen (centre).
Communication support for infants
A new program is supporting infants with developmental delay or differences in their social and emotional communication.
These could include a combination of behaviours such as an infant not consistently responding to their name or using eye contact to get someone’s attention, not smiling back at familiar people or not using hand gestures, such as waving.
The State Government is piloting the Inklings program, which involves practitioners supporting carers of infants aged 6-18 months, helping them to better understand how they communicate.
Delivered in homes, other venues or via telehealth, the 10-week program offers strategies for responsive communication.
For details, head to inklings.org.au or to gain a referral, speak to your case worker.
The Inklings program is being piloted until 2027.
Care connections
Minister for Child Protection Katrine Hildyard met with Operation Flinders Foundation Chief Executive David Wark, Police Commissioner Grant Stevens (also chair of the Operation Flinders board) and participant James, 17, in January, to discuss the Operation Flinders Adventure Mentoring program.
The program, teaching young people in care valuable life skills, received $150,000 funding for this year’s first school term.
The Minister also visited an Adelaide Thunderbirds school holiday clinic – part of a growing DCP partnership with Netball SA.
Giving kids a sporting chance
Families can now receive up to $200 support to help children and young people access sport and other recreational programs.
The State Government’s renamed ‘Sports Vouchers Plus’ program has been expanded to two $100 vouchers per child for each calendar year, for those in Reception up to Year 9.
For the first time, music lessons will also be incorporated in the fee reduction program.
Claim vouchers at sportsvouchers.sa.gov.au
Low cost glasses available
Children and young people in care are now eligible for low-cost glasses and contact lenses through GlassesSA.
If you care for a child who requires glasses or contact lenses, you can access the GlassesSA scheme at participating optometrists. Those outlets are listed at: bit.ly/glassessaoptometrists
You will need to present the child or young person’s Health Care Card or your approved carer identification card. If your child does not yet have a Health Care Card, speak with their case worker.
Info about GlassesSA is at: bit.ly/glassessa
Share your voice
Caring for a child with trauma and complex needs can feel isolating. Carer Connect sessions aim to provide you with information and connection to professionals and other carers who are going through the same thing.
Keep an eye on DCP’s website and Facebook page for upcoming sessions on topics including sleep and trauma, using consequences, and understanding challenging behaviours.
Nominate someone special
Nominations will soon open for this year’s SA Child Protection Awards, which celebrate the outstanding achievements of children and young people, carers, volunteers, staff and organisations. If you know someone extraordinary who’s making a difference, nominating them for an Award is a great way to acknowledge their effort.
The annual event, held during National Child Protection Week, shares the message that the whole community has a role to play in keeping children safe and supporting their wellbeing. The Department partners with the National Association for Prevention of Child Abuse and Neglect (NAPCAN) to host the awards.
Keep an eye on DCP’s website and Facebook page for details.
The Carers Voice page on DCP’s website is dedicated to hearing from you when we are reviewing policies and services.
Find out how you can get involved by visiting Carers Voice: bit.ly/dcpcarersvoice
