Safeguarding young people from abuse and exploitation - PowerPoint Presentation

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Safeguarding young people from abuse and exploitation Next Steps and Implications for Education Providers

Dr Carlene Firmin MBE

Senior Research Fellow and Head of MsUnderstood Partnership

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carlenefirmin

@

uniofbedsCSE

NOT TO BE REPRODUCED WITHOUT AUTHOR PERMISSION

The International Centre

Committed to increasing understanding of, and improving responses to child sexual exploitation, violence and trafficking in local, national and international context.

Achieved through:

academic rigour and research excellence

collaborative and partnership based approaches to applied social research

meaning and ethical engagement of children and young people

Overview

Contextual and complex nature of

abuse and exploitation–

a

brief overview

Where we

have been in

terms of response

Towards contextual and holistic responses: examples of promising practice

Discussion – implications for

education

Questions

Contextual nature of exploitation and abuse

Gang-affected

neighbourhoodsCSE in parks, shopping centres

Sexual harassment and bullying

Peer recruitment

Peer association to IPV

Peer group sexual offending

Domestic abuse

Neglect

Overlaid categories of exploitation

Where we have been:

1:1 intervention for young people who have been exploited, and sometimes group intervention

Relocation, care placements (under section 20) and securing on welfare grounds

Child and family assessment

Investigation and prosecution post disclosure

Siloed strategies, action plans, assessment tools, referral pathways and multi-agency groups

Where next

Unpicking the content of individual intervention

Challenging Language

Promiscuous

Manipulative

Streetwise

Risky choices

Risky behaviour

Absconder

Sexually aware / experienced

Aggressive

Out of control

Liar

Boys being boys

Glamour

Will not engage

Challenging relocation and managed moves

physical safety

relational

safety

psychological safety

(Shuker, 2013, 2015)

Consideration of cultural school environments

Fair Access Panel

PRU’s that are identified as places that can hold very vulnerable young peopleFair access panel referral from altered to capture contextual information Fair access panel forms analysed to identify trends and ongoing issues within schoolsLA and partners monitor referrals and the PRU do not accept all young people based on judgements regarding vulnerabilityAssessment with referral in context.

Engagement with mainstream education

Individual schools are developing more robust responses

Work with external agencies, on both prevention and intervention

Actively refer students to MASH when have concerns,

Sharing info with other services local services

Ensured training for ALL staff to manage referrals and take disclosures

Peer group mapping and dual planning

Peer Group Mapping and group (via individual) intervention (MSU Site Work)

Social workers and youth offending workers identified links between their individual cases

Met to map Refined assessmentDesigned complimentary interventions

Peer Network – (Firmin, 2015)

Proactive investigation and safeguarding

Investment in analytical mapping and trend identification

Awareness-raising with local businesses and public spaces

Geo-spatial mapping and multi-issue ‘hotspot’ mapping

Role of detached youth work, neighbourhood teams, housing and youth service providers

Bedding and clothing seizure

Situational prevention strategies

Use of disruption and civil orders

Disruption through safeguarding (Firmin and Curtis, forthcoming)

Consistent processes for NFA referrals

Sites with majority or significant minority of MASE referrals peer-on-peer

All YP featured in peer-on-peer referrals subjected to MAP meeting

Twin processes run for identified suspects and complainants

Review of peer connections and behaviours against Hackett spectrum

Intervention designed against contextual model

Shared categories of vulnerabilities

Implications for education providers (1)

Creating a safe cultural environment at school

Addressing harmful gendered norms and other issues of inequality through curriculum and policies

Enabling safe friendships

Consistent responses to bullying, abuse and violence

Corridor cultures

Opportunities for leadership

Physical, relational and psychological safety

Implications for education providers (2)

Engagement in multi-agency partnerships:

Peer group assessment and mapping

Detailed engagement at fair access decisions

Awareness and engagement in multi-agency neighbourhood discussions

Support of case management process for young people affected by the issues

Investment in bystander intervention and peer support

Routes/Levers for implementation

Training

Supervision

Evaluation and monitoring

Recording and periodic review of incident management

Curriculum

Peer support networks

Policies, procedures and strategic documents

On-going questions

Achieving consistency in understanding and approach

The challenge of language and understanding

Capturing, monitoring and sharing impact

Re-emphasising safeguarding

How to achieve holistic approaches that include specialism

For more information and resources visit our website www.beds.ac.uk/ic

carlene.firmin@beds.ac.uk

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uniofbedscse