Safeguarding Child Protection and the Protection of Vulnerable

Safeguarding Child Protection and the Protection of Vulnerable Adults (adapted from NSPCC training resources and from Bruce Marshall, Safeguarding trainer)

What you will learn �The essentials in safeguarding and child protection �To distinguish between the terms safeguarding and child protection �To identify and describe the categories of abuse and neglect and some indicators of them �To describe your responsibility as a teacher in relation to safeguarding and child protection �To outline the role of other professionals in the process �The importance of recording appropriate concerns and managing disclosure and confidentiality �To become more aware of protecting children in a digital age

Quiz �In pairs – discuss and fill in the “Child Protection and Safeguarding Awareness” quiz �In the same pairs, discuss and fill in the “Judgements on Behaviour” quiz

Outline of today’s session �Every Child Matters �Child Protection and Safeguarding �Types of harm and abuse �Disclosure, sharing, recording and referrals �Responsibilities �On-line safety

Be Healthy Achieve Economic Wellbeing Every Learner (Child) Matters 2004 Make a Positive Contribution Stay Safe Enjoy and Achieve

In groups �Define Child Protection �Define Safeguarding

Child Protection q. Part of safeguarding and promoting welfare q. Activity undertaken to protect specific children suffering, or at risk of suffering, significant harm q. Local Authorities have a legal duty (Children Act 1989) to investigate q. We have a responsibility to work in partnership to safeguard and protect children and vulnerable adults.

Safeguarding is a relatively new term which is broader than ‘child protection’ as it also includes prevention Safeguarding children and young people covers: �protecting them from maltreatment �preventing impairment of health or development �ensuring they are safe and cared for in school or FE college (or other setting) �enabling them to have best life chances and enter adulthood successfully

In your group �Discuss and record on a flip chart, three policies, procedures or practices that your organisation has in place to help ensure the safeguarding of your learners Policy, Procedure, Practice

Safeguarding – Our Responsibilities �We all share a responsibility to: q. Provide a safe environment for learning q. Identify those suffering or likely to suffer significant harm and take appropriate action q. Prevent unsuitable people from working with young people and vulnerable adults (vetting and barring)

Safeguarding – Our Responsibilities cont. q. Promote safe practice and challenge poor or unsafe practice q. Identify grounds for concern and take appropriate action q. Contribute to effective partnership working with those involved in providing services to young people and vulnerable adults q. Develop appropriate skills

Abuse Categories �In your group, think of the 4 categories of abuse and give 2 -3 examples of the type of abuse that could happen under each category �Physical Abuse �Emotional Abuse �Sexual Abuse �Neglect

Physical Abuse �Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or causing physical harm to a child or vulnerable adult � (Working Together to Safeguard Children 2010)

Physical Abuse �What might lead to concern about deliberate injury? : �Where on the body is the injury? What sort of injury is it? What does the injury look like? �What does the child and/or the parent say about the injury? �How often is there an injury? �Behaviour of the child/parent – does the child behave like a child with an accidental injury? (What is that like? )

Emotional Abuse �Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development • It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. • It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. � (Working Together to Safeguard Children 2010)

Emotional Abuse �Emotional abuse is difficult to: ◦ Define, identify and/or recognise, prove (if in doubt …) �Key features: ◦ ◦ chronic and cumulative long-term impact all abuse and neglect have emotional effects children can be harmed by witnessing abuse �Examples of abusive behaviour felt by children ◦ ◦ ◦ ignored put down/belittled shouted at terrorised told they are useless, stupid, wicked, unlovable, clumsy, unattractive, weak, thick

Sexual abuse �Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include noncontact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). �Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. � (Working Together to Safeguard Children 2010)

Sexual abuse �Usually planned and systematic �Can involve: ◦ grooming the child’s environment ◦ relatives ◦ family friends ◦ neighbours ◦ babysitters ◦ people working with the child in school, faith settings, clubs or activities. Slide 18

Neglect �A lack of parental care �Poverty, lack of information and lack of service provision can contribute �More children registered to category of neglect than any other category �Can include parents or carers failing to: ◦ provide adequate food, clothing and shelter ◦ protect a child from physical and emotional harm or danger ◦ ensure adequate supervision or stimulation ◦ ensure access to appropriate medical care or treatment � (Working Together to Safeguard Children March 2010)

Safeguarding – understanding the role of others & sharing information �Social, Family and Community Support �Housing, social care and children’s services �Child and Adult Mental Health Services �Police and justice system � Probation, Youth Offending Team �Primary Care Trusts and National Health Services �General Practitioners �Hospitals including Accident and Emergency �Schools – leaders, teachers and support staff �Connexions Personal Advisers � Progression information

Case study �In your group discuss the case study and write down your strategies to deal with the situation

Allegations against staff �Listen �Explain that you will not be able to maintain strict confidentiality and why �Record �Refer (preferably with the student) �Maintain strict confidentiality except to report �Protect yourself �Don’t put yourself at risk �Follow your organisation’s procedures

Disclosure �What, Who, When and Where? �Managing Disclosure �Listen �Assess whether at risk of harm �Don’t be judgemental �Don’t interview or prompt �Don’t promise confidentiality, advise that you will inform and consult �Reassure �Keep accurate notes

Making a decision to refer A Concern Record and Share Risk of Significant Harm Involves allegation of abuse Safeguarding Officer to Refer If i n … do ub t Not a risk of significant harm Consult and monitor Note: You should refer directly if you think you are being blocked by other staff

Anonymous Provides voice amplification Always on On-line World Active not passive Addictive Global Away from Supervision

Test �For each of the statements that appear on the next slide, �Give yourself 10 points (and no more than 10) for any statement that applies to you �Keep a running total (mental arithmetic – no need to write down your score) �Remember your total score �Time allowed – 45 Seconds

10 Points for each statement that applies to you Frequently use a mobile phone Receive email on handheld device Member of social networking site (e. g. Facebook, Hi 5) Own and use a Wii or games console (your own) Watched a video on You. Tube Uploaded a video to You. Tube Appeared in a You. Tube video Played a game on the internet Have your own Blog Played a networked game on the internet with people in another country Uploaded photos to the internet Use Skype to talk to contacts abroad Frequently shop online Have your own personal web site Use a laptop with a wireless internet connection Use twitter

What’s your score? �Up to 40 – Digital immigrant with a lot to learn � 50 -90 – Speaking digital but with an accent � 100 -130 - Almost fluent in digital � 140 -160 - Probably a digital native �When used in school sixth form: �Average student score – 120 �Average teacher score - 50

Quiz about the online world �Individually answer the questions on the quiz

Internet and mobile safety �Note: ◦ We have a duty of care to avoid causing harm ◦ 33% of children have received sexual or nasty comments on-line ◦ 7% of parents believe their kids have received such communications �Main fears reported by children ◦ Peers (cyber-bullying) and security ◦ Knowing how to manage safety ◦ Plagiarism and identity theft ◦ Understanding privacy settings

On-line protection �Digital divide or generational divide? �Technology not the issue – behaviour is �Not e-crime but abuse ◦ Old problem, new environment �Cyber-bullying is bullying �Education and training is a key part of solution ◦ Understanding the differences between face to face communication and on-line communication ◦ Understanding and managing risk.

What have you learnt today? �Write on your whiteboard 4 main points of what you have learnt today �Homework - find out about your organisation’s Safeguarding policies

Key Messages �Child Protection – all young people under 18 (and vulnerable adults) �Risk and responsibility �Manage disclosure �Confidentiality �Referral �Child Protection Team �Protect yourself and maintain professional boundaries �If in doubt … Pick up the ‘phone