Chapter 7 — Record of abuse (male witnesses)

Neglect

The lack of adequate supervision and follow-up was reported by witnesses who were placed by the Schools with ‘foster’ and ‘holiday’ families or on work placements while still under the age of 16 years. A witness who had been placed with a farming couple without follow-up or supervision when he was 10 years old had to work hard from the day he arrived and being told by the ‘foster’ father: We gave the nuns £10 and a box of chocolates for you, if we had bought a pair of suck calves they would be worth more to us now. He was never paid, but had been ‘fed well and not been beaten’. This witness also reported being sexually abused by local men who he believed were aware he had come from an Industrial School.

One hundred and ninety seven (197) witnesses (48%) reported that there was no planning or arrangements made for their discharge or aftercare. Witnesses consistently stated that they were not adequately prepared for independent living, felt they belonged nowhere and to nobody, and that the transition to the outside world was traumatic. These reports referred to discharges in all decades. The areas of neglect most frequently reported in relation to preparation for discharge by male witnesses were the following: Lack of acknowledgement regarding separation and loss Lack of preparation and training in basic life skills Lack of assessment, supervision and follow-up of placements Lack of opportunity to develop social and relationship skills.

The most common report regarding discharge was of residents being given a day’s notice that they were leaving the School and given the fare either home or to other destinations. For many witnesses who had been reared in institutional care since birth and who had no known family, no knowledge of or links with the outside world, this lack of preparation and opportunity to say goodbye to siblings, co-residents and staff was often catastrophic. In these circumstances a number of witnesses stated that they were subsequently imprisoned, homeless or in emotional turmoil in the immediate years after their discharge from Schools. There was no aftercare; I got long pants for the first time and let go ... I was lost, I wanted to go back. • When I left on my sixteenth birthday, I got nothing, no job, no advice, nobody said goodbye. I walked down ... to get the bus and it was the loneliest day of my life. • There were some of them ...(co-residents)... who didn’t even get the correct fare for where they were going to, it was just “welcome to the world”. They got nothing.

The institutional regime, the abrupt nature of their discharge and the lack of any training in basic life skills such as handling money, budgeting, using public transport or of participating in any social network left witnesses and residents unprepared for integration with the outside world. Many witnesses reported not being given any advice or assistance to help them cope with everyday living away from the institutional life to which they had been accustomed.

Sixty eight (68) witnesses described discharge arrangements ranging from being given a name and address on a piece of paper and the train or bus fare, to being sent directly as live-in workers to farmers and shop owners whom they had never met before. Witnesses reported that in their opinion the lack of assessment of these placements and follow-up supervision of the care provided led to a number of those witnesses being abused physically and sexually when placed by the School. Thirteen (13) witnesses were sexually and/or physically abused by their employers and others in work placements following discharge.

One hundred and twenty five (125) witnesses (30%) reported that they were discharged home to their families. Many arrived at their family home to find that their parents had not been notified of their return, or that they no longer lived there. The day before my sixteenth birthday I was dropped in the city centre with 10 shillings by Br ...X... I did not know where the family was – they had been re-housed.

A number reported being unable to settle at home, that they felt misunderstood and out of place. They could not talk about what had happened to them while they were in the Schools and many witnesses reported having no idea how to relate to others, including their own families, without being either frightened or aggressive.

A number of witnesses reported having no experience of trusting relationships prior to their discharge. They said that the culture and fear of abuse to which they had become accustomed was such that following their discharge they were unable to form any attachments and had little idea about how to cope with relationships.

Twenty one (21) witnesses discharged during the 1970s and 1980s reported that preparation for their transition to independent living was inadequate and that they received no aftercare or support from the Schools or other health or welfare services when they were discharged. Others reported improved planning and aftercare arrangements during this period.

Emotional abuse

Any other act or omission towards the child which results, or could reasonably be expected to result, in serious impairment of the physical or mental health or development of the child or serious adverse effects on his or her behaviour or welfare.17 Any other act or omission towards the child which results, or could reasonably be expected to result, in serious impairment of the physical or mental health or development of the child or serious adverse effects on his or her behaviour or welfare.17 This section describes witness evidence of emotional abuse by deprivation of family contact, personal identity, secure relationships, affection, approval and a lack of safety and protection. These deprivations impaired the social, emotional and physical functioning and development of witnesses and were identified by them as generally disturbing both at the time and in the subsequent course of their lives.

Emotional abuse described by witnesses frequently referred to practices that were part of the Schools’ routine and that failed to recognise the individual needs of children and provide adequate care. Practices such as the separation of siblings, regimented routines and enforced isolation were reported as part of the culture of the institutions. A further component of emotional abuse described by witnesses referred to the constant physical and sexual abuse that engendered an atmosphere of fear. Emotional abuse was described as pervasive and systemic and was generally not ascribed to individual staff members. For this reason the following section does not include a list of reported abusers as has been outlined in previous sections.

The Committee heard 327 reports of emotional abuse from 293 witnesses (71%) in relation to 23 Schools.18 Thirty four (34) witnesses reported emotional abuse in more than one School. The frequency of reports of emotional abuse varied between Schools. • Three (3) Schools were collectively the subject of 155 reports.19 Five (5) Schools were collectively the subject of 101 reports. Fifteen (15) Schools were the subject of 1-11 reports, totalling 71 reports.

Three (3) Schools were the subject of 47% of all emotional abuse reports and, by contrast, 15 other Schools were together the subject of 22% of reports.

Emotional abuse was reported to occur in combination with other types of abuse as shown in the following table:

Abuse types	Number of reports	%
Emotional, neglect, physical and sexual	166	51
Emotional, neglect and physical	120	37
Emotional, physical and sexual	20	6
Emotional and physical	15	5
Emotional and neglect	3	1
Emotional, neglect and sexual	2	1
Emotional	1	(0)
Total	327	(100)*

As previously shown, 166 abuse reports were of all four types combined. In all but six instances (98%), witnesses reported emotional abuse in conjunction with physical abuse and in 291 instances (89%) witnesses reported both emotional abuse and neglect. There was some inevitable overlap between the reports of emotional abuse and the other three abuse types given in evidence.