1 What is safeguarding? Safeguarding is more than - PowerPoint Presentation

Slide1

1

What is safeguarding?

Slide2

Safeguarding is more than child protection. Safeguarding begins with promotion and preventative activity which enables children and young people to grow up safely and securely in circumstances where their development and wellbeing is not adversely affected. It includes support to families and early intervention to meet the needs of children and continues through to child protection.Co- operating To Safeguard Children and Young People in Northern Ireland 2016Safeguarding and Child Protection

Slide3

Child Protection

SEN and inclusion

PDMU/ Curriculum

E-safety

The school environment

buildings and security

Safe recruitment & selection . Staff code of conduct & safe practice

CSE

Health and Safety

Governance

Anti-bullying Policy

Behaviour management

Whistle blowing

Attendance, suspensions and expulsions

& children missing education

Transition arrangem

ents

Child Protection Policy

Counselling Service

Safeguarding

and promoting

welfare

Risk assessment

Safeguarding

Team

Slide4

domestic violence

forced marriage

bullying including

cyberbullying

Suicidal ideation

female genital

mutilation (FGM)

gangs and

youth violence

mental health

child sexual exploitation (CSE)

Safeguarding Issues in Schools

drugs

sexting

High risk behaviours

Aggression

alcohol abuse

Self-harm

teenage relationship abuse

Neglect

gender-based violence/violence against women and girls (VAWG)

Slide5

Article 3 Right to have his/her welfare considered paramount in all decisions taken about him/herArticle 12 Right to be heardArticle 19 Right to be protected from abuse and neglect

UNCRC

Slide6

Definitions and Signs and Symptoms of Abuse

Slide7

Types of AbuseHarm can be suffered by a child or young person by acts of abuse perpetrated upon them by others. Abuse can happen in any family, but children may be more at risk if their parents have problems with drugs, alcohol and mental health, or if they live in a home where domestic abuse happens. Abuse can also occur outside of the family environment. Evidence shows that babies and children with disabilities can be more vulnerable to suffering abuse.Although the harm from the abuse might take a long time to be recognisable in the child or young person, professionals may be in a position to observe its indicators earlier, for example, in the way that a parent interacts with their child. Effective and ongoing information sharing is key between professionals.

Definition of Abuse

Slide8

A child in need of protection is a child who is at risk of, or likely to suffer, significant harm which can be attributed to a person or persons or organisation, either by an act of commission or omission; or a child who has suffered or is suffering significant harm as defined in Article 50 of the Children Order.Co-operating To Safeguard Children and Young People in Northern Ireland 2016Child In Need of Protection

Slide9

PhysicalSexualEmotionalNeglectExploitationTypes of Abuse

Slide10

Physical Abuse is deliberately hurting a child. It might take a variety of different forms, including hitting, biting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child.Physical

Slide11

Physical IndicatorsScratchesBite marks or weltsBruises in places difficult to mark (behind ears, groin)BurnsUntreated injuries

Behavioural Indicators

Self mutilation tendencies

Chronic runaway

Aggressive or withdrawn

Fear of returning home

Undue fear of adults

Fearful watchfulness

PHYSICAL ABUSE

Slide12

Slide13

Slide14

Emotional Abuse is the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development.Emotional abuse may involve deliberately telling a child that they are worthless, or unloved and inadequate. It may include not giving a child opportunities to express their views, deliberately silencing them, or ‘making fun’ of what they say or how they communicate. Emotional abuse may involve bullying – including online bullying through social networks, online games or mobile phones – by a child’s peers.Emotional

Slide15

Physical IndicatorsSudden speech disordersWetting and soilingSigns of mutilationFrequent vomiting

Behavioural Indicators

Rocking, thumb sucking

Fear of change

Chronic runaway

Poor peer relationships

Attention seeking behaviour

EMOTIONAL ABUSE

Slide16

Sexual Abuse occurs when others use and exploit children sexually for their own gratification or gain or the gratification of others. Sexual abuse 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 clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via e-technology). Sexual abuse is not solely perpetrated by adult males. Women can commit acts of sexual abuse, as can other children.Sexual

Slide17

Physical IndicatorsSoreness, bleeding in genital or anal areasItching in genital areasStained or bloody underwearStomach pains or headachesPain on urinationDifficulty in walking or sittingBruises on inner thighs or buttocksAnorexic / bulimic

Behavioural Indicators

Chronic depression

Inappropriate language, sexual knowledge for age group

Making sexual advances to adults or other children

Low self esteem

Afraid of the dark

Wariness of being approached by anyone

Evidence of substance misuse Acquisition of money, mobile phones etc without plausible explanationAssociation with older people, particularly men, outside the usual range of contactsPhone calls/messages from adults outside the normal range of contacts

SEXUAL ABUSE

Slide18

Neglect is the failure to provide for a child’s basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter that is likely to result in the serious impairment of a child’s health or development. Children who are neglected often also suffer from other types of abuse.Neglect

Slide19

Physical IndicatorsConstant hungerExposed to danger; lack of supervisionInadequate / inappropriate clothingPoor hygieneUntreated illnessesPersistent tirednessBehavioural IndicatorsListlessnessLack of peer relationships

Low self-esteem

Compulsive stealing / begging

Neglect

Slide20

Exploitation is the intentional ill-treatment, manipulation or abuse of power and control over a child or young person; to take selfish or unfair advantage of a child or young person or situation, for personal gain. It may manifest itself in many forms such as child labour, slavery, servitude, engaging in criminal activity, begging, benefit or other financial fraud or child trafficking. It extends to the recruitment, transportation, transfer, harbouring or receipt of children for the purpose of exploitation. Exploitation can be sexual in nature. Exploitation

Slide21

Child sexual exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status.Sexual exploitation of children and young people

Slide22

Child sexual exploitation: is it happening in your school?

CSE Helpline: 0800 389 1701

(NSPCC)

22

Slide23

Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting them. Child sexual exploitation doesn't always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some pointSexual exploitation of children and young people

Slide24

Supporting Recommendation 39 of the Marshall Report (Nov 2014) which stated :

“Schools should ensure that all school governors have child protection awareness training which includes reference to CSE. The designated governor for child protection should have additional, enhanced training”.

Department of Education

Tackling Child Sexual Exploitation in Northern Ireland Action Plan

Slide25

DE Action Plan 2015-2018Engage parents in preventative educationGuidance to schools on teaching issues re CSEImprove e-safety provision for parents, carers and education professionalsCSE to be included in Initial Teacher EducationExplore possibilities of peer educationTACKLING CHILD SEXUAL EXPLOITATION INNorthern Ireland

Slide26

Domestic violence and abuse is:‘Threatening, controlling, coercive behaviour, violence or abuse (psychological, virtual, physical, verbal, sexual, financial or emotional) inflicted on anyone (irrespective of age, ethnicity, religion, gender, gender identity, sexual orientation or any form of disability) by a current or former intimate partner or family member.’Domestic Violence

Slide27

Slide28

Slide29

FEMALE GENITALMUTILATION

Slide30

DE Tackling Child Sexual Exploitation - in Northern Ireland Action Plan RecommendationProgress 2016S3:

In order to improve understanding and vigilance, schools should be alert to the possibility that young people who do not return after holidays abroad may have been subject to forced marriage. Any concerns should be reported to the designated teacher for child protection within the school for further escalation if appropriate.

Status: Delivering

Progress

This issue is now included in the specialist training provided to Designated and Deputy Designated Teachers for Child Protection in schools.

DE is drafting updated information and advice to schools in a new Guide to Child Protection in Schools which will include reference to the 2012 DFP Statutory Guidance on the Forced Marriage (Civil Protection) Act 2007.

Slide31

Substance misuse

Self harm

Suicidal thoughts

Eating disorders

School refusal

Body image

Attachment disorder

Gender identity

Sexual identity

MENTAL

HEALTHEMOTIONAL WELLBEING

Slide32

Self Harm And SuicideIt is most helpful to consider self harm as a continuum, ranging from behaviour which has a strong suicidal intent (for example, some kinds of overdose) to behaviour which is intended to help the person stay alive (such as cutting)’John Coleman 2004

Slide33

Why do Young People Self-harm?To release tension caused by anxiety, grief or anger.As a means of communication, to tell themselves and others that they need help.To feel as though they have control over something in their lives.To make ‘real’ emotional pain they are unable to express.

Slide34

E-SafetyE-Safety

Slide35

Circular 2007/01 Acceptable use of the Internet and Digital TechnologiesCircular 2011/ 22 Internet SafetyCircular 2013/25 e-Safety GuidanceCircular 2015/21 Legal duties as Data ControllersCircular 2016/26 Online SafetyCircular 2016/27 Effective Educational Uses of Mobile Digital DevicesManagement Responsibilities in SchoolsCode of Safe Practice and Effective useEducation in Safe and Effective Practices

Digital Publishing and Software Licensing

Social Software

Management Information Systems

Child Protection (Bullying and

Harrassment

; Grooming and Child Abuse)

DE GUIDANCE

Slide36

Verbal report to DT especially in urgent matters Note of concern completed and shared with DT.Note of concern should be stored in the child’s Child Protection file along with all other records created and acquired as management of the concern progresses.Recording of Child Protection Information

Slide37

All staff need to know:How to identify signs and symptoms of possible abuseWhat the school procedures areHow to talk to children about whom there are concernsWho are the Designated and Deputy Designated Teachers for child protectionStaff code of behaviour Safeguarding Awareness Raising for all school staff

Slide38

Every school must have oneReviewed annuallyShared with parentsTalk to CPSSS for help

School Safeguarding and Child Protection Policy

Slide39

Anxiety often revolved around the following themes:Worry about the reaction of the person they toldWorry that they would not be believedWorry that they would be blamedWorried that they would be labelled as a problematic child or adolescentWorry that they were making a big deal out of what was going onWorried about retaliation by the perpetrator(s)Distrust in professionals and how they would respondNo one listened, no one heard: a study of disclosures of childhood abuse. NSPCC 2013

Emotional barriers and anxieties

Slide40

Positive disclosure experiences occurred where:Young people were automatically believedStaff reported the abuse through appropriate channelsThe staff member explained what would happen next and kept the child/YP informedEmotional support through the process was provided by a teacher Negative disclosure experiences occurred where:Teachers / staff failed to inform the young person of how they would handle the disclosure- leaving the young person in suspense and fearful about what would happen nextSome teachers went straight to the parents who were the perpetrators of abuse or who were aware of/or enabled the abuse in some way

Young people’s experience of disclosure in school

Slide41

Vigilence: to have adults notice when things are troubling themUnderstanding and action: to understand what is happening; to be heard and understood; and to have that understanding acted uponStability: to be able to develop an on-going relationship of trust with those helping themRespect: to be treated with the expectation that they are competent rather than notInformation and engagement: to be informed about and involved in procedures, decisions, concerns and plansExplanation: to be informed of the outcome of assessments and decisions and reasons when their views have not met with a positvie responseSupport: to be provided with support in their own right as well as a member of their family

Advocacy:

to be provided with advocacy to assist then in putting forward their

views

A child-centred approach.

Children have said that they need:

Slide42

Receive

Listen actively, open body language, accept, non judgemental

TED (tell, explain, describe)

Reassure

‘You’ve done the right thing by coming to me’, re-assure child that you have listened and hear what they are saying; don’t promise what can’t be delivered

Respond

Tell what you are going to do and do it. Ensure child is ok before

leaving

Report

As soon as possible, to the DTRecordVital – facts, no opinions – When? Where? Who? What? Dealing with Disclosures in school – all staff

Slide43

Slide44

What all staff need to knowAll staff who work in the school during the hours in which pupils are on the premises, including ancillary staff, and any volunteers accepted to work in the school, need to know:how to identify the signs and symptoms of possible abuse;what the relevant child protection procedures are, including the school’s own internal procedures, where they are held in the school and how they can be referred to if necessary; what the reporting procedures are;how to talk to children about whom there are concerns in an appropriate way, and how to record the information they have acquired; andwho the designated teacher is and who will carry out his/her responsibilities if he/she is unavailable or is the subject of the complaint.All such members of staff should be aware of the roles played by the designated teacher, the Principal and the Chairperson of the Board of Governors respectively

Slide45

Note of concernAny member of staff who has a concern about the welfare or safety of a child or young person should complete a Note of Concern (see Appendix 1). Notes must be made as soon as possible after the incident to ensure an expedient response, and certainly within 24 hours, to maintain the accuracy and content of the report. For some children a one-off serious incident or concern may occur and staff will have no doubt that this must be immediately recorded and reported. More often, however, it is the accumulation of a number of small incidents, events or observations that can provide the evidence of harm being caused to a child.