Safe to Belong


Published on

A Keynote in child protection. What is abuse and what to do is you are informed about abuse.

Published in: Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Safe to Belong

  1. 1. Icebreaker Safe to Belong Types of abuse Responding Our Responsibilities
  2. 2. Types of abuse
  3. 3. What is Child Abuse? ✤ Somebody may abuse or neglect a child by inflicting harm, or failing to act to prevent harm. ✤ A child is defined in the Children's act 1989 as anyone under 18. ✤ May suffer more then one category of abuse.
  4. 4. ✤ Definitions of child abuse came from the joint government department document Working Together to Safeguard Children (1999): NEGLECT EMOTIONAL PHYSICAL SEXUAL
  5. 5. NEGLECT ✤ Allowing a child to wear inappropriate clothing ✤ Providing inappropriate food ✤ Lack of supervision ✤ Insufficient safety provision ✤ Exposure to undue cold ✤ Unnecessary risk of injury
  6. 6. PHYSICAL ✤ Hurting a child in any way ✤ Giving a child alcohol ✤ Giving medication without permission ✤ Intensity of the training beyond the capacity of the individual
  7. 7. SEXUAL ✤ Forcing a child to take part in sexual activities; whether or not they are aware of what's happening ✤ Inappropriate physical contact ✤ Involving children watching pornographic material or watching sexual acts
  8. 8. EMOTIONAL ✤ Shouting ✤ Threatening or taunting children ✤ Constant Criticism ✤ Bullying ✤ Unrealistic pressure to perform
  9. 9. EMOTIONAL ✤ Smothering a child’s development through over- protection ✤ Some level of emotional abuse is involved in all types of ill treatment of a child, though it may occur alone. ✤ Domestic violence, adult mental health problems and parental substance misuse may expose children to emotional abuse.
  10. 10. BULLYING ✤ A child who is bullied may be suffering any of the types of abuse defined above, It may take many forms but the main types are: ✤ Physical (e.g.. hitting, kicking, theft) ✤ Verbal (e.g. sectarian / racist remarks, name calling)
  11. 11. Who can abuse? ✤ Abusers don’t look like abusers! ✤ More likely family member or within social sphere ✤ Over 80% in a child’s home or or the perpetrator ✤ Children may suffer abuse from other children and young people
  12. 12. Group Work ✤ Split into 4 groups and brainstorm and present to the rest of the group what could be signs and symptoms a type abuse.
  13. 13. Responding
  14. 14. Read Case Study What might make you worry? ✤ Is the child doing something that is ✤ quiet and withdrawn, a loner unusual for the child? ✤ never wants to go home ✤ Is the child over-friendly with strangers? ✤ tired looking ✤ Do you recognise any or some of these ✤ frequent bruises (particularly on behaviours in the child? fleshy parts) ✤ frequent mood changes ✤ gives the impression of being unloved and unhappy. ✤ unusual eating patterns, i.e. always hungry ✤ change in appearance
  15. 15. If you suspect child abuse: ✤ Do realise that your concerns could be significant and should be passed on. ✤ Do contact your organisations Child Protection Officer (if you have one), Social Services or NSPCC.
  16. 16. If a child tells you something has happened: ✤ Do allow the child to do the ✤ Do record the conversation as talking. soon as possible afterwards (it is very important to use the ✤ Do listen - take the child child's own words). seriously. ✤ Do share your concerns with a ✤ Do remain calm and caring. Social Worker - you are not expected to handle it alone. ✤ Do allow the child to finish. ✤ Do tell the child what you are going to do.
  17. 17. If a child tells you something has happened: ✤ Don't postpone or delay the ✤ Don't interpret what you have opportunity to listen. been told, just record it. ✤ Don't ask leading questions. ✤ Don’t discuss the incident with anybody other then need to ✤ Don't allow your own feelings know (such as anger, pity or shock) to surface. ✤ Only the social services, the police and the NSPCC have the ✤ Don't make false promises (that legal right and responsibility to you will keep 'the secret', for investigate the case example)
  18. 18. What happens in an emergency? ✤ Often help can be given to the family without resorting to legal action. ✤ In certain circumstances, it is necessary to protect the child by way of removal from it's family. ✤ This step cannot be taken without adequate evidence and no social worker may remove a child from the care of their parents without obtaining an Order from a court. ✤ In certain circumstances, a police officer may remove a child without recourse to a court or magistrate when acting in the child's best interests in order to afford protection.
  19. 19. ✤ You become aware of the following about a very talented ten year old boy in your group: ✤ 1) He has been late for practice most times in the last month. ✤ 2) Other young people in the group do not want to socialise with him as he is ‘smelly’. ✤ 3) His parent arrives to collect him on a regular basis under the influence of drink or drugs.
  20. 20. ✤ Some parents who have a drug/alcohol issues still provide good parenting. ✤ In itself parental substance abuse is not necessarily abusive but it does increase the risk of all forms of abuse and neglect ✤ Professionals working with the child should be aware of the situation and monitor it. ✤ Make a note, date and securely file.
  21. 21. Our Responsibilities
  22. 22. Our Responsibilities ✤ Any organisation that comes into ✤ Appoint a Child Protection Officer contact with children should have a child protection policy ✤ Examine the activities organisation carries out ✤ members, staff and users of the service should all be involved in writing your ✤ Risk assess child protection policy and should be aware of the policy when it is put into action ✤ All staff that come into contact with young people need to be police checked (CRB). ✤ Develop a Child Protection Policy
  23. 23. Helpful Harmful (to achieving the objective) (to achieving the objective) Strengths: Weaknesses: Internal (Attributes to the organisation) Opportunities: Threats: External (Attributes to the environment) 1. How can we Use each Strength? 2. How can we Stop each Weakness? 3. How can we Exploit each Opportunity? 4. How can we Defend against each Threat?
  24. 24. Useful Information and Contacts ✤ 'Good Practice in Child ✤ NSPCC helpline 0800 800 500 - Protection' ISBN-10: 0748792066 ✤ Children Act 1989 - http:// ✤ The Churches' Child Protection Advisory Service (CCPAS) - ✤ Convention on the Rights of the Child - ✤ Childline 0800 1111
  25. 25. ✤ Social Services has an Emergency Duty Service which offers an emergency crisis service for matters which cannot wait until the local office opens. ✤ They operate from: ✤ Monday to Thursday - 5 p.m. to 9 am, ✤ Friday - 4 p.m. to 9 am and also at weekends and Bank Holidays. ✤ * Tel. 0845 6000388 (low-call rate)
  26. 26. The Safe Network provides advice and guidance about keeping children safe during club or group activities. NSPCC inform is the UK’s only free, specialised online child protection resource The Child Protection in Sport Unit safeguards the welfare of children and young people under 18 in sport. NSPCC Publications - for anyone working with children, young people, parents and carers. NSPCC EduCare child protection awareness programmes - our range of interactive, distance learning programmes are designed to teach everybody about their role in protecting children. Our Consultancy services can help you to put safeguards in place to prevent abuse.
  27. 27. Developing a Child Protection Policy • Front cover, naming the organisation • Outline recognised effects of abuse and the date the policy was written • Explain how effects of abuse and • Identify how the company will avoid disclosure will be responded to child abuse and who is the designated person to deal with any concerns • Identify health and safety provisions put into place by the school • Make a policy statement - "We in...are committed to practice which prevents • Identify who will be police checked, children from harm. Staff and and forms are staff recruitment volunteers in this organisation accept • List training and resources available and recognise our responsibilities to develop awareness of the issues which • List the companies working guidelines cause children harm. We will and code of conduct for working with endeavour to safeguard our children young people, including hygiene, drink by..." driving etc. • Highlight and identify forms of abuse
  28. 28. Good Practice • Avoid 'one-to-one' supervision • Boundaries are blurred between where the roll of the parent stops and dance class begins • The legal definition of a child is anyone up to the age of 18 (The Child Act (1989) • Seek agreement from participants prior to any physical contact. Although dance involves touch and • No inappropriate language contact, it is the intention of that contact and how the child interprets • Identify class structure to it that is important. Use new colleagues and participants imaginative forms of teaching to avoid using physical contact. • Young people who are not informed are vulnerable