Christine Ann Raymond - Safeguarding Disabled Children Training Seminar - IEFE Forum 2014


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Christine Ann Raymond
Safeguarding Disabled Children Training Seminar
IEFE Forum 2014

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Christine Ann Raymond - Safeguarding Disabled Children Training Seminar - IEFE Forum 2014

  1. 1. Training for Staff to Protect Disabled and SEN Children in Schools Ann Raymond Director The CPSC Ltd UK Riyadh 3 February 2014 The CPSC Ltd 1
  2. 2. The aim of today’s training This training will enable participants to: • identify the factors that lead to an increased risk of abuse • be alert to indicators of abuse • recognise the importance of direct and effective communication with children • be more confident in their ability to manage child protection concerns involving disabled and SEN children The CPSC Ltd 2
  3. 3. Definitions The CPSC Ltd 3
  4. 4. Disability and SEN includes • • • • • • • • Sensory impairment Physical impairment Learning disability Autistic spectrum disorders Mental health needs Behavioural needs Profound and multiple disabilities Chronic health conditions, e.g. diabetes, respiratory illnesses The CPSC Ltd 4
  5. 5. Types of abuse • • • • Physical Emotional Sexual Neglect o International research suggests around 10% of children are abused o Abuse is the primary cause of at least one child death each week in England o Disabled children are 3 times more likely to be abused The CPSC Ltd 5
  6. 6. Definitions of Abuse • Emotional: persistent emotional maltreatment leading to persistent adverse effects on the child’s emotional development • Physical: includes hitting, burning, poisoning, drowning, shaking, suffocating • Sexual: includes forcing or enticing a child to take part in sexual activities, penetrative or non penetrative, contact or non contact • Neglect: persistent failure to meet a child’s basic physical or psychological needs, likely to result in serious impairment of health or development The CPSC Ltd 6
  7. 7. Some specific examples The CPSC Ltd 7
  8. 8. Increased Vulnerability The CPSC Ltd 8
  9. 9. Why disabled children are more vulnerable to abuse and neglect • Fewer contacts and trusted adults to confide in outside the family • Reliance on physical care makes it more difficult to set the boundaries of appropriate touching • Intellectual and physical limitations may make it impossible to resist abuse, say No or run away • Lack of words, signs or symbols to resist, avoid or disclose abuse, fear and distrust • Over use of physical responses to challenging behaviour The CPSC Ltd 9
  10. 10. continued • Regular truancy, absences or exclusion from school… • Over protection, leading to a limited lifestyle • Failure to administer medication or keep medical appointments • Acceptance of different thresholds because the child is difficult to manage • A reluctance to challenge parents and carers • Lack of teaching and opportunities to learn risk management and develop resilience • Limited or inadequate sex and relationships education The CPSC Ltd 10
  11. 11. And some myths • No-one would abuse a really vulnerable child • Women don’t abuse children – and most staff for special needs children are female • Disabled children are asexual – child sex offenders aren’t interested in them • These children are well supervised – abusers can’t get to them • These children are more likely to make up stories The CPSC Ltd 11
  12. 12. Indicators of abuse The CPSC Ltd 12
  13. 13. Signs to Watch for • Changes in behaviour, perhaps from outgoing to withdrawn, or quiet to aggressive • Indications that the child is in pain or discomfort • Distress during intimate care • Lack of essential enabling equipment (for mobility, communication etc) • • • • • Bruises, cuts, burns, sickness, lethargy Stealing food Comfort eating Anxiety around certain individuals The behaviour of an adult The CPSC Ltd 13
  14. 14. Who Abuses Children? • A family member • A family friend or neighbour • Another older child, including siblings (up to 30% of sexual abuse in England is committed by under 18s) • A trusted adult such as a teacher, club leader, sports coach, religious leader or child minder • A stranger • Online sex offenders The CPSC Ltd 14
  15. 15. Help to Keep Children Safe Online The CPSC Ltd 15
  16. 16. Online Risks and Rewards Disabled and SEN children all over the world use technology to find information, make friends, play games and have fun. But we know that sex offenders use social media and chat rooms to find vulnerable children. Children need to be taught how to use technology safely The CPSC Ltd 16
  17. 17. The Risks of Communication Technology • Random exposure to inappropriate material • Cyber bullying • Children making and distributing inappropriate and indecent images • Being coerced, tricked or forced into sexual conversations or sexual acts which may be filmed and distributed • Offline meetings with adults who pose a risk • Sex offenders are prolific users of social media The CPSC Ltd 17
  18. 18. Keeping Children Safe Online Tips for Parents • Try to put computers in the family room where you will be able to supervise your child • Explain to children that most people are kind but sometimes people online are unkind, or are not who they say they are • Investigate whether you can add ‘parental controls’ or filtering software to the devices your child uses • Explain what cyberbullying is and impress on your child that sending hurtful messages can be serious • Encourage your child to let you know if anything happens online that worries or upsets them • Remind children not to give their name, address or other private details to people they meet online without your permission The CPSC Ltd 18
  19. 19. Signs of Worrying Online Behaviour • Child’s internet use becomes obsessive or they lose interest in their schoolwork or friends • They show fear or discomfort when their mobile phone rings • They become overly possessive of their mobile/tablet/computer, as though they have something to hide • They are secretive about their online activity The CPSC Ltd 19
  20. 20. The School’s Infrastructure The CPSC Ltd 20
  21. 21. Schools should Develop • • • • • A child protection policy Nominated champion for child protection Training for staff A method of recording concerns Guidance about physical contact, including intimate care • Lessons to help children understand and manage risks • Lessons to help children use technology safely • Procedures for reporting concerns to the correct department The CPSC Ltd 21
  22. 22. Include in your Policy • A statement expressing the school’s desire to protect children • A quote from legislation about children’s right to safety and protection • The name of the nominated child protection person • Your definitions of abuse and neglect • Indicators of abuse and neglect • Acknowledgement of the additional vulnerability of disabled and SEN children • Procedures for staff to follow if they are worried about a child • How you try to ensure the staff are safe to work with children The CPSC Ltd 22
  23. 23. continued • Expectations of staff conduct towards children • A form for staff to record any worries about a child • How confidential information will be stored and managed • How you help children to keep themselves safe • How you will help parents to understand their child’s needs • Who the school will refer serious cases to • The Saudi Child Helpline number • Hospital and other important telephone numbers The CPSC Ltd 23
  24. 24. Reporting, Recording and Referral Systems • Impress on all staff the need to report all concerns • Include a space to record the child’s disability or special need, and communication support needs on your record of concern form • Ensure lower level concerns are also recorded, as they often contribute valuable information about a child’s circumstances • When making a referral about possible abuse, provide all relevant information about the child’s disability and how it impacts on their daily life The CPSC Ltd 24
  25. 25. The Importance of Protective Communication The CPSC Ltd 25
  26. 26. Barriers to Effective Communication • Disinterest – Its nothing to do with me • Embarrassment – I can’t talk about anything sexual! • Confusion– I’ve not been trained to deal with this • Lack of time – I’m too busy • Lack of language resources • Sanctity of family life - I shouldn’t interfere • Lack of privacy – a child needs to speak confidentially • Fear of the abuser – I might get hurt The CPSC Ltd 26
  27. 27. Supporting Effective Communication • Believing that child abuse does happen to disabled and SEN children • Adults who want to listen • A private space for talking • Teaching signs, symbols and simple vocabulary to empower children to tell what is happening to them • Technological communication aids The CPSC Ltd 27
  28. 28. Try communicating these sentences without speech • My dad hit me really hard and he made me cry • I am afraid when I am left on my own in the house in the dark • The taxi driver said rude things to me. He wants me to kiss him The CPSC Ltd 28
  29. 29. The following examples are from a free online directory of symbols called ‘How it is’ available from (please note the symbols shown here were developed for the UK and some may not be appropriate in other cultures) The online directory also includes symbols for intimate parts of the body The CPSC Ltd 29
  30. 30. I have the right to be safe The CPSC Ltd 30
  31. 31. I can do it myself thanks The CPSC Ltd 31
  32. 32. STOP DOING THAT. I DON’T LIKE IT!! The CPSC Ltd 32
  33. 33. I’m worried. Can I talk to you? The CPSC Ltd 33
  34. 34. Someone has hurt me The CPSC Ltd 34
  35. 35. Bringing the School Community Together The CPSC Ltd 35
  36. 36. Help Staff to Understand • Ensure that reasons for the increased risk of abuse for disabled children and young people, and possible indicators, are highlighted in training • Devise activities to help staff to understand the barriers faced by some children to disclosing concerns: e.g. ask them to convey a sentence to a partner without speaking • Provide staff with relevant information regarding the effects of a child’s medical condition and medication • Find specialist training resources. The CPSC Ltd 36
  37. 37. Help Disabled Children to Keep Themselves Safe • Teach children that no-one has the right to hurt them • Provide accessible confidential support materials, e.g. the Saudi Child help line number, posters, leaflets, books, software • Routinely involve all pupils in consultation processes to help them develop confidence and self esteem • Ask the child for his/her views about personal and intimate care The CPSC Ltd 37
  38. 38. Help Parents to Help Their Children • Explain to parents what child protection is all about • Agree physical contact and personal care arrangements with parents and children • Understand the stress a parent may face, but be aware of the risks of condoning parenting standards you would not accept for a non disabled child • Put together a support directory for parents to signpost them to avenues of advice and support, including websites and online forums The CPSC Ltd 38
  39. 39. Teachers are Important! “I never told anyone what went on, how violent my dad was, how I didn’t change into pyjamas when I went to bed on a Saturday night because he would come in drunk and my mum and I would have to run into the street. I never told anyone about the knots in my stomach as I heard him hitting her and felt so useless, so small. But I know my teacher understood. Her kindness and understanding kept me going, her classroom was my sanctuary. I never told her, she just knew. That’s what teachers do.” (A teenager’s reflections on a violent childhood. From The Child Protection and Safeguarding Handbook for Schools. Ann Raymond. 2013) The CPSC Ltd 39
  40. 40. Thank you for your time today and your commitment to making life safer for disabled and SEN children. Enjoy the rest of the conference The CPSC Ltd 40