- Volume 1
- Volume 2
-
Volume 3
- Introduction
- Methodology
- Social and demographic profile of witnesses
- Circumstances of admission
- Family contact
- Everyday life experiences (male witnesses)
- Record of abuse (male witnesses)
- Everyday life experiences (female witnesses)
- Record of abuse (female witnesses)
- Positive memories and experiences
- Current circumstances
- Introduction to Part 2
- Special needs schools and residential services
- Children’s Homes
- Foster care
- Hospitals
- Primary and second-level schools
- Residential Laundries, Novitiates, Hostels and other settings
- Concluding comments
- Volume 4
Chapter 14 — Children’s Homes
BackCurrent circumstances
Witness reports of parenting were characterised by accounts of an inability to demonstrate feelings of love and affection, strenuous efforts to ensure their children were protected from harm, and ambivalent parent–child relationships. Many believed that separation, and the loss of experiences of family life with their own parents and siblings, the lack of a nurturing environment in childhood, combined with the abuse they experienced left them ill-equipped to parent successfully. Others described feelings of enduring sadness regarding the loss of a parent at an early age and being subsequently reared in a Children’s Home without a sense of security or attachment. I couldn’t deal with my own family, my own children, I didn’t want to know. Childhood was very hard, very, very hard. I love me children, but bonding was very, very hard. I would never do nothing wrong to my children, I would never hurt them in that way.... I would shout or roar at them and would go, and maybe not come back for 7 or 10 days. That would be very damaging to them ... they are in care, they said I was not a proper father towards the children.... I feel angry, very, very angry towards institutions.
The following table illustrates the nature of the parent–child relationships, as described by 49 witnesses who had children:
Relationship with children* | Frequency reported by male witnesses |
Frequency reported by female witnesses |
Total witness reports |
---|---|---|---|
Reported normal | 10 | 4 | 14 |
Unable to show affection | 7 | 5 | 12 |
Overprotective | 4 | 6 | 10 |
Harsh | 2 | 4 | 6 |
Variable among children | 4 | 3 | 7 |
Abusive | 2 | 1 | 3 |
No comment | 1 | 1 | 2 |
Total number of reports | 30 | 24 | 54 |
Some witnesses stated that as a result of their own harsh treatment in childhood they made strenuous efforts to protect their children, resulting, at times, in their being overprotective parents. A number of witnesses expressed anger that the emotional abuse they experienced was having a detrimental impact on the next generation as a consequence of their parenting and relationship difficulties.
Fourteen (14) witnesses, 10 male and four female, reported having generally good parent–child relationships despite encountering some periods of difficulty with one or other of their children. A number of witnesses commented that difficulties arose when their child was the same age as they were at the time they were abused. Many witnesses commented on the support and positive contribution of spouses who assisted them in their parental role and were understanding of the difficulties they encountered.
Seven (7) witnesses reported that their children had significant behavioural and emotional difficulties that required episodes of residential and day treatment in mental health and addiction counselling services. Four (4) witnesses reported the loss of children in tragic circumstances, including suicide and accidents.
Six (6) witnesses reported that the regimented and abusive environments they experienced in Children’s Homes contributed at times to harsh relationships with their own children. Five (5) other witnesses described having been physically abusive to their children. A small number of witnesses reported that contact with their adult children had been lost following episodes of abuse or neglect in their childhoods.
It was frequently remarked by witnesses that the difficulties they experienced as parents and the inability to show love and affection to their own children were overcome in their role as grandparents. Many witnesses reported having mutually rewarding and enjoyable relationships with their grandchildren.
The practice of separating boys and girls when they were admitted to out-of-home care in the pre-1970s was reported by witnesses to have contributed to the fragmentation of their families. The painful impact of being separated from siblings was experienced both during the witnesses’ time in the institutions and following discharge. Thirty (30) witnesses, 17 male and 13 female, reported feeling disconnected, having little contact with their siblings and other family members since their discharge from the Homes. A number of these witnesses reported feeling rejected by and alienated from their family members, which they believed was the result of separation and lack of contact in their childhood.
Twenty one (21) witnesses, 14 male and seven female, reported that contact with family members was frequently characterised by ambivalence and conflict. Many witnesses described having ongoing and close contact with a number of their siblings and almost no communication with others. Seventeen (17) witnesses gave accounts of receiving help and support from extended family members following their discharge, including grandmothers, aunts and uncles, in the absence of such assistance being available from parents and siblings.
Ten (10) witnesses had no contact with any family members, including four male and two female witnesses who had no information about their families in spite of their attempts to trace relatives.
The majority of witnesses reported a history of full employment since their discharge from the Children’s Homes. Twenty (20) witnesses, 15 male and five female, reported being employed for 30 years or more. A further 13 witnesses, five male and eight female, were employed for 10 years or more. Thirty one (31) witnesses, 17 male and 14 female, reported being in full-time employment at the time of their hearings. Table 78 illustrates the employment status of witnesses reported at their hearing:
Employment status | Male | Female |
Total witnesses |
---|---|---|---|
Employed | 8 | 12 | 20 |
Retired | 11 | 2 | 13 |
Disability income | 2 | 1 | 3 |
Unemployed | 8 | 2 | 10 |
Self-employed | 6 | 2 | 8 |
Defence Forces | 3 | 0 | 3 |
Working at home | 0 | 4 | 4 |
Total | 38 | 23 | 61 |
The following table provides a breakdown of the witnesses’ reports of their current occupational status at the time of their hearing:
Occupational status | Males | Females | Total Witnesses |
---|---|---|---|
Professional | 0 | 1 | 1 |
Manual and technical | 4 | 2 | 6 |
Non-manual | 3 | 5 | 8 |
Skilled manual | 11 | 2 | 13 |
Semi-skilled | 8 | 3 | 11 |
Unskilled | 12 | 8 | 20 |
Unavailable | 0 | 2 | 2 |
Total | 38 | 23 | 61 |
Twenty (20) witnesses reported being employed in unskilled positions. Most had spent many years of their childhoods in residential facilities and reported that they were ill-equipped for any employment other than domestic positions or unskilled work. A number of these witnesses found employment in institutional settings as cleaners, waiters and porters and in the Defence Forces.
A number of witnesses commented that their lack of education while in the Children’s Homes contributed to subsequent difficulties with employment. The table below illustrates the highest education level attended, but not in all instances completed, by both male and female witnesses:
Highest level of education | Males | Females | Total witnesses |
---|---|---|---|
Primary | 16 | 9 | 25 |
Secondary | 14 | 9 | 23 |
Third level | 8 | 4 | 12 |
No education | 0 | 1 | 1 |
Total | 38 | 23 | 61 |
The 12 witnesses who attended third-level education reported doing so as adults and a number reported having had years of successful employment, including careers in nursing, retailing, and management. One female witness reported that she never attended school.
Footnotes
- Officers – Children’s officers were employed by local health authorities prior to 1970 and were increasingly replaced by social workers thereafter.
- Children Act, 1908 section 64.
- Foster care – previously known in Ireland as ‘boarding out’, also referred to as ‘at nurse’, is a form of out-of-home care that allows for a child to be placed in a family environment rather than an institution.
- Special needs services – includes day and residential schools and facilities designated to meet the educational needs of children with intellectual, physical or sensory impairments. Such services were generally managed by religious congregations and were both publicly and privately funded.
- The categorisation is based on Census 2002, Volume 6 Occupations, Appendix 2, Definitions – Labour Force. In two-parent households the father’s occupation was recorded and in other instances the occupational status of the sole parent was recorded, in so far as it was known.
- Formal child care training was first established in Ireland in the 1970s.
- Primary Certificate – examination certificate awarded at the end of primary school education, it was abolished in 1967.
- Note – a number of witnesses were admitted to more than one Children’s Home, and made reports of abuse in more than one Children’s Home, therefore, the number of reports are greater than the number of witnesses.
- Section 1(1)(a)
- Section 1(1)(b)
- Section (1)(1)(c) as amended by section 3 of the 2005 Act
- Section 1(1)(d) as amended by section 3 of the 2005 Act