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Main title slide

Main title slide. K eeping Safe. NSPCC and Department of Education Developing Preventative ‘Keeping Safe’ Education in Primary Schools in Northern Ireland: an RCT Study. ICL Conference, Belfast 20-22 February 2014 Dr Aisling McElearney & Phyllis Stephenson. Aims of today. Aims of today.

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  1. Main title slide Keeping Safe

  2. NSPCC and Department of Education Developing Preventative ‘Keeping Safe’ Education in Primary Schools in Northern Ireland: an RCT Study ICL Conference, Belfast 20-22 February 2014 Dr Aisling McElearney & Phyllis Stephenson

  3. Aims of today

  4. Aims of today • To describe the research process & outcomes whereby children in primary schools were engaged in developing the preventative ‘keeping safe’ education RCT study • Photography project • Children’s Knowledge of Abuse Questionnaire project • 2. To outline RCT study informed by • this research

  5. Photography project

  6. Methodology

  7. Findings • New NI evidence - children’s perspective & understanding of keeping safe; 1775 photos grouped into 77 discrete categories and 4 key-themes • Key themes; physical safety & preventing accidents (787 photos, 37.8%), places (796 photos, 38.3%), feeling secure (495 photos, 23.8%), people (482 photos, 23.1%) • Key findings • For majority of children physical safety and accident prevention is core to their understanding of keeping safe • Keeping safe from bullying, child abuse and domestic abuse comprises a small element of most children’s understanding of keeping safe. Includes bullying, stranger danger, good and bad people • Some children are tuned into feeling safe and a small minority indicate they have a role to play in keeping themselves safe

  8. CKAQ project

  9. Methodology • Objective – to assess children’s knowledge and understanding of bullying, domestic abuse, appropriate & inappropriate touch, and self-perceived efficacy to keep themselves safe Composite instrument following review & critique of available instruments; - Children’s Knowledge of Abuse Questionnaire (Tutty, 2000) - Efficacy Expectations Subscale (Dake et al, 2003) - Knowledge & Attitudes to Abuse Subscale of Child/Teen Witness to Woman Abuse Questionnaire (Sudermann, 2000) Amended following consultation workshop with children (n=19); order of abuse issues, presentation & fonts, explanations provided to children, child friendly definitions of key concepts • Sample; n=532 P5-P7 children across 16 schools; supported by NSPCC practitioner in class test conditions

  10. Significant results AGE - younger Self-reported SEN Exposure to fewer sources of this information Poor knowledge & understanding; • Role of child in domestic abuse; cause, what to do • Relational bullying • Who presents a risk re sexual abuse, stranger danger mis-message Low self-efficacy to keep safe in abuse situations; telling trusted adult about domestic abuse or inappropriate sexual touching & low self efficacy to keep safe;

  11. Robust evidence of gaps in children’s knowledge, understanding & self-efficacy to keep safe in situations of abuse

  12. NSPCC and Department of Education RCT Study 2013-18

  13. Focus on teachers Children tell teachers & teachers know their children; unique relationship, significant adult for many children Significant opportunities; formal & informal curriculum, accessible population Teachers critical to achieving effective implementation Teachers have asked for training, development & ongoing support to teach sensitive messages

  14. A whole school approach

  15. A whole school approach • Embedding Keeping Safe in every school’s vision • Whole school development plan • Monitoring and evaluating • Developing community links School Leadership

  16. A whole school approach • Embedding Keeping Safe in every school’s vision • Whole school development plan • Monitoring and evaluating • Developing community links School Leadership • CPSSS support, training and advice • Support for ongoing CPD • Engaging parents and external partners • Promoting the school vision Designated teacher for child protection

  17. A whole school approach • Embedding Keeping Safe in every school’s vision • Whole school development plan • Monitoring and evaluating • Developing community links School Leadership • CPSSS support, training and advice • Support for ongoing CPD • Engaging parents and external partners • Promoting the school vision Designated teacher for child protection • Teaching sensitive messages • Formal and informal curriculum • Engaging parents and external partners • Creating a culture of listening & telling Classroom teacher

  18. 3 Key elements of the project

  19. Development updates

  20. Screen shot

  21. Q & A

  22. Thank you for your attention amcelearney@nspcc.org.uk phyllisstephenson@nspcc.org.uk Education Advisors Thank you for your attention

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