Safeguarding Children / Child Protection Awareness Training

1. Safeguarding Children / Child ProtectionAwareness Training Elaine Ryan Freelance Training & Learning/Development Consultant September 2009

2. Learning Objectives Have a greater understanding of Child Abuse, Child Protection and Safeguarding Children To have a clear understanding of what action to take if you are concerned about a child’s welfare

3. Every Child Matters 5 Outcomes: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well-being Success depends on working together

4. Safeguarding Children Does it concern you? Child Protection is EVERYBODY’s business All those who come into contact with children and families in their everyday work, including people who do not have specific role in relation to child protection, have a duty to safeguard and promote the welfare of children www.doh.gov.uk/safeguardingchildren/index.htm

5. Is a pro-active measure to ensure all systems and policies in your establishment minimise risk of harm to all children Child Protection What is the difference between Safeguarding and Is a re-active response to an individual child who may be suffering significant harm .. is the activity that is undertaken to protect

6. Child Protection is part of Safeguarding and promoting welfare.

7. The process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully Working together to Safeguard Children (2006)

8. “Safeguarding” • All agencies working with children, young people and their families take all reasonable measures to ensure that the risks of harm to children’s welfare are minimised • Where there are concerns about children and young people’s welfare, all agencies take all appropriate actions to address those concerns working to agreed local policies and procedures. • Dfes 2004

9. Background • Victoria Climbie` died in February 2000 aged 8 years • Her primary carer and partner (Kouao and Manning) were found guilty of murder and sentenced to life imprisonment in January 2001 • Lord Lamming – Inquiry April 2001 • Report published 28 January 2003 • The report made108 Recommendations

10. Summary of findings Victoria was known to: Three housing departments Four social services departments Two GP’s Two hospitals NSPCC run family centre Two police child protection teams

11. Summary findings contd., Victoria had contact with a child minder and with faith based organisations The extent of failure to protect Victoria was lamentable – there were failures at every level and in every organisation

12. …………………...1945 Dennis O’Neil,1973 Maria Colwell,1984 Jasmine Beckford, Tyra Henry and Heidi Koseda,1986 Kimberley Carlile,1987Doreen Mason,1992Leanne White, 1994 Rickie Neave,1999 Chelsea Brown, 2000 Victoria Climbie and Lauren Wright, 2002Ainlee Labonte…………….

13. Who was protected first? RSPCA Formed in 1824 Children’s charter And NSPCC 1889

14. Children’s Charter 1889 • Enabled the state to intervene, for the first time, in relations between parents and children. Police could arrest anyone found ill-treating a child, and enter a home if a child was thought to be in danger. • The NSPCC was also formed the same year

15. Key Legislation

16. Children Act 1989 • The welfare of the child is paramount • Established parental responsibility • Courts should only make orders in the interest of the child • Children and parents should be kept informed about what happens to them and involved in decisions made about them

17. Children Act 1989 • Sec 17 – Child in need (CIN) to safeguard and promote the welfare of children in need and provide appropriate services • Sec 47 – duty to investigate, to make child protection enquires if they have reasonable cause to suspect a child in their area is suffering or is likely to suffer significant harm

18. Significant harm Threshold for Significant Harm There is no absolute criteria on which to rely Significant harm can be caused by one traumatic event or a compilation of events that interrupt, change or damage the child’s physical or psychological development. Source: Diocese of Chichester

19. Children Act 1989 cont • Sec 44 – Emergency Protection Orders • Sec 46 – Police Protection Powers Remove and detain – up to 72 hours • Sec 31 Care Order

20. Education Act 2002 • Sec 175 – duty on local education authorities, maintained (state) schools and further education institutions, including sixth-form colleges, to exercise their functions with a view to safeguarding and promoting the welfare of children – who are pupils, and students under 18 years of age in the case of schools and colleges • Sec 157 – same duty for independent schools, including academies

21. Children Act 2004 • Sec 10 – duty on Local Authorities and relevant partners to co-operate in order to improve the well-being of children in their area • Sec 11 - general duty of care on services to safeguard and promote the welfare of children • Sec 12 – creation of a database to facilitate a new identification, referral and tracking system • Sec 13 – Local Safeguarding Children Boards

22. Working together to Safeguard Children Defines four broad categories for abuse • Neglect • Physical Abuse • Sexual Abuse • Emotional Abuse

23. Definitions : Neglect The persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to provide adequate food, shelter and clothing, or neglect of,or unresponsiveness to, a child’s basic emotional needs.

24. Definitions: Physical Abuse May involve hitting, shaking, throwing, poisoning, burning or scalding, drowning or suffocating, or otherwise causing physical harm to a child, including by fabricating the symptoms of, or deliberately causing, ill health to a child.

25. Definitions: Sexual Abuse Forcing or enticing a child to take part in sexual activities, whether or not they are aware of what is happening. May involve physical contact, penetrative (e.g. rape,buggery or oral sex) or non-penetrative acts. They may include involving children in looking at, or in the production of, pornographic material or encouraging children to behave in sexually inappropriate ways.

26. Definition: Emotional Abuse is the persistent emotional ill treatment of a child such as to cause severe and persistent effects on a child’s emotional development and may involve: Conveying to children that they are worthless or unloved, inadequate,or valued only in so far as they meet the needs of another person. Imposing developmentally inappropriate expectations Causing children to feel frightened or in danger -e.g. witnessing domestic violence. Exploitation or corruption of children.

27. Recognition/indicators of physical abuse The following are often regarded as indicators for concern: An explanation which is not consistent with an injury Several different explanations provided for an injury Unexplained delay in seeking treatment The carer or parent uninterested or undisturbed by an accident or injury The family’s use of different doctors and A&E departments

28. Indicators and Recognition of Neglect Neglect is not always easy to recognise, but the following may be cause for concern: Failure by parents or carer to meet basic and essential needs Failure to grow within normal expected pattern of development Failure to thrive Child left with adults who are intoxicated or violent Child abandoned or left alone for excessive periods

29. Indicators & recognition of abuse – Sexual abuse Some behavioural indicators associated with sexual abuse are: Inappropriate sexualised conduct Sexually explicit behaviour Unusual avoidance of touch Frequent complaints of unexplained abdominal pains Pain or itching of the genital area Bedwetting Physical symptoms such as injuries to the genital or anal area, bruising to the buttocks, abdomen and thighs and STD

30. Indicators & recognition of Emotional abuse Developmental delay Abnormal attachment between child and parent or carer Aggressive behaviour towards others Frozen watchfulness, particularly in pre-school children Neurotic behaviour Self mutilation

31. What happen when you make a referral?

32. The Assessment Framework

33. The process for safeguarding children When there is a likelihood of continuing significant harm Recognition and referral Initial assessment Strategy discussion S47 enquiries / core assessment Children protection conference Child protection plan Review

34. Contd., When there is no continuing significant harm but a need to consider if other services are required Recognition and Referral Initial assessment Child in Need (CiN) services provided with agreement of family Or No specific services are required The assessment that the child is, or is not at risk of continuing significant harm may be made at any stage of the process

35. Three possible outcomes

36. …….AIMto stop abuse Welfare of the child is Paramount

37. CONFIDENTIALITY • You will need to break confidentiality if, at any time, the health or safety of the person seeking help or any other person is at risk

38. Dealing with disclosure • Listen carefully to what the child has to say: • Clarify the concern • Offer reassurance about how s/he will be kept safe • Explain what action will be taken • Stay calm • Believe what you are told • Explain that you can not keep secrets

39. If you are concerned • Try to sort out in your mind why you are worried – based on: • What you have seen • What you have heard from others • What has been said to you directly Try to be clear about why you are worried but do not be afraid to listen to your instinct

40. When to take action? • Is it a suspicion or an allegation • What evidence do I have • Is it causing significant harm • It is persistent or severe • Is it harmful to health or development • What is the context and/or history • What should I do next

41. Communicating concerns • The worker must: • Not collude • Not minimise or discount • Not indicate their own views but maintain a professional focus • Be supportive and respectful • Feel grounded in their own authority

42. Silencing Factors • Fear you may be wrong • Doubts about the child’s truthfulness • Anger and distress • Child’s attempt to bind you to secrecy • Uncertainty of procedures and consequences • Unresolved feelings • Not wanting to interfere in family life

43. Safe Working Practice Underpinning Principles • The Welfare of the child is paramount (Children Act 1989). • Staff are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions. • Staff should work, and be seen to work in an open and transparent way. • Staff should discuss and/or take advice promptly from their line manager or another senior member of staff over any incident, which may give rise to concern.

44. Professional networks • Professionals require a secure setting in order to undertake safeguarding work – this may include: • Adequate training • Regular support and supervision • Clear procedures • Manageable caseload • Continuity in management

45. WHY CHILD PROTECTION?

46. Children learn what they live • If a child learns to live with criticism s/he learns to condemn • If a child lives with hostility s/he learns to fight • If a child lives with ridicule s/he learns to be shy • If a child live with shame s/he learns to feel guilty • If a child lives with tolerance s/he learns to be patient • If a child lives with encouragement s/he learns confidence • If a child lives with praise s/he learns appreciate • If a child lives with fairness s/he learns justice • If a child lives with security s/he learns to have faith

47. Children learn what they live • If a child lives with approval s/he learns to like him/herself • If a child lives with acceptance and friendship s/he learns to find love in the world • Dorothy Law Nolte 1972