Safeguarding Session - HSCCYP

1. Unit 4 Protecting people's health,
wellbeing and human rights,
and enabling them to live
free from harm, abuse and
neglect.

2.  Adults
http://www.youtube.com/watch?v=WgWbPK1L_v0
 Baby P
https://www.youtube.com/watch?v=0E1rKYrP_DY

3.  8
 12
 128
 Her age
 Number of occasions when agencies could have intervened
and possibly saved her life.
 Number of separate injuries and scars found on her body

5. The core definition of “vulnerable adult” from the 1997 Consultation “Who
Decides?” issued by the Lord Chancellor’s Department, is a person:
“Who is or may be in need of community care
services by reason of disability, age or illness;
and is or may be unable to take care of unable
to protect him or herself against significant
harm or exploitation”.
This definition of an Adult covers all people over 18 years of age.

6. These adults for example may be
 Frail due to age, ill health, physical disability or cognitive impairment, or a
combination of these
 Have a learning disability
 Have a physical disability and/or a sensory impairment
 Have mental health needs including dementia or a personality disorder
 Have a long-term illness/condition
 Users of substances or alcohol
 Unable to demonstrate the capacity to make a decision and is in need of care and
support.

7.  Protecting their rights to live in safety, free from abuse and neglect.
 People and organisations working together to prevent the risk of abuse or neglect,
and to stop them from happening.
 Making sure people's wellbeing is promoted, taking their views, wishes, feelings
and beliefs into account.
http://www.cqc.org.uk/content/safeguarding-people

8. Children or young people under 18 years of age are considered to be vulnerable.
Why?
What might make a child more vulnerable?

9. Safeguarding is defined as:
 protecting children from maltreatment;
 preventing impairment of children’s health or development;
 ensuring that children grow up in circumstances consistent with the provision of
safe and effective care; and
 taking action to enable all children to have the best outcomes.
Keeping children safe in education September 2016

10. Financial abuse
Online bullying
Domestic violence
Sexual abuse

11. Abuse is any action that harms another person and includes the following:
 Physical abuse –assault, hitting, slapping, pushing, misuse of medication, restraint or
inappropriate physical sanctions.
 Domestic violence –psychological, physical, sexual, financial, emotional abuse; so called
‘honour’ based violence.
 Sexual abuse –rape, indecent exposure, sexual harassment, inappropriate looking or
touching, sexual teasing or innuendo, sexual photography, subjection to pornography or
witnessing sexual acts, indecent exposure and sexual assault or sexual acts to which the
adult has not consented or was pressured into consenting.
 Psychological abuse –emotional abuse, threats of harm or abandonment, deprivation of
contact, humiliation, blaming, controlling, intimidation, coercion, harassment, verbal abuse,
cyber bullying, isolation or unreasonable and unjustified withdrawal of services or
supportive networks.
 Financial or material abuse – theft, fraud, internet scamming, coercion in relation to an
adult’s financial affairs or arrangements, including in connection with wills, property,
inheritance or financial transactions, or the misuse or misappropriation of property,
possessions or benefits.

15.  Modern slavery –slavery, human trafficking, forced labour and domestic servitude.
 Discriminatory abuse –harassment, slurs or similar treatment; because of race,
gender and gender identity, age, disability, sexual orientation or religion.
 Organisational abuse – neglect and poor care practice within an institution or
specific care setting such as a hospital or care home, for example, or in relation to
care provided in one’s own home. It can be through neglect or poor professional
practice as a result of the structure, policies, processes and practices within an
organisation.
 Neglect and acts of omission – including ignoring medical, emotional or physical care
needs, failure to provide access to appropriate health, care and support or
educational services, the withholding of the necessities of life, such as medication,
adequate nutrition and heating
 Self-neglect –neglecting to care for one’s personal hygiene, health or surroundings
and includes behaviour such as hoarding.

16. WWW.NSPCC.ORG.UK
HTTPS://WWW.GOV.UK/GOVERNMENT
/PUBLICATIONS/PREVENTING-AND-
TACKLING-BULLYING

19.  Research 1 type of abuse (this will be allocated to your pair) and create an
awareness poster. Your poster should include:
The type of abuse
Who could be vulnerable
Key indicators of this abuse
Who you could contact or go to for help is you suspect this
type of abuse is taking place or going to take place

20. What to do if
you’re worried
a child is being
abused Advice
for practitioners
March 2015

21. Be alert to the signs of abuse and neglect .
Questioning behaviours
The signs of child abuse might not always be obvious. You should therefore question
behaviours if something seems unusual and try to speak to the child, alone, if
appropriate, to seek further information.
 If a child reports abuse - listen to them…take their allegation seriously…reassure
them that you will take action to keep them safe.
 Decide the most appropriate action to take.
 Refer directly to children’s social care and/or the police, or discuss your concerns
with others and ask for help.
 Explain to the child the action that you are taking.
 Maintain confidentiality, but you should not promise that you won’t tell anyone,

22.  Asking for help
If you have concerns about a child - ask for help.
You should discuss your concerns with your manager, a named or designated professional
or a designated member of staff.
 Referring to children’s social care
If, at any time, you believe that a child may be a child in need*, or that a child is being
harmed or is likely to be, you should refer immediately to local authority children’s social
care.
*Children are considered to be ‘in need’ under s17 of the Children Act 1989 if: • they are
unlikely to achieve or maintain or to have the opportunity of achieving or maintaining, a
satisfactory level of health or development without the provision of services; • their health or
development is likely to be significantly impaired, or further impaired, without the provision of
such services; or • they are disabled.
You seek advice at any time from the NSPCC helpline –
help@nspcc.org.uk or 0808 800 5000.
Next steps might involve undertaking an early help assessment or making a referral
directly to children’s social care/the police.

23. Every person has a right to privacy under the European
Convention on Human Rights (Article 8).
When working with children and young people:
 timely information sharing is key to safeguarding and promoting the welfare of children.
It enables intervention that crucially tackles problems at an early stage
If a child is at risk or suffering significant harm, the law
supports you to share information without consent.

24.  Duty of confidentiality applies when the person supplying it says the information is confidential, or where it is clear
from the circumstances that it should be treated as confidential (e.g. consultations between doctor and patient, and
social worker and service user).
The duty of confidence is not absolute.
Confidence can be broken if people will be put at risk of danger if confidential information is not disclosed
When can information be disclosed to avert or reduce risk?
 If there is a "pressing need", and if this is a proportionate response.
 Give people causing concern the chance to comment on the information about them and its proposed disclosure.
 Balance the protection of Adults at Risk against individuals' rights to a private life and record this balancing exercise.
 If following investigation, an allegation appears true, this is a stronger reason to disclose.
 Consider the role of the proposed recipient and how they are likely to respond if the information is disclosed to them.
 Disclose only if the person(s) affected have given informed consent, or there is an overriding reason to disclose without
consent.
Pan Lancashire and Cumbria Safeguarding Adults Boards Procedures Manual: Contents

25. Maintaining confidentiality
Social workers should ensure that confidential information is only divulged with the
consent of the person using social work services or the informant.
Exceptions to this may only be justified on the basis of a greater ethical
requirement such as evidence of serious risk or the preservation of life.
Social workers need to explain the nature of that confidentiality to people with
whom they work and any circumstances where confidentiality must be waived
should be made explicit.
Social workers should identify dilemmas about confidentiality and seek support to
address these issues.

26.  “No decision about me, without me.” This can only be realised by involving
patients fully in their own care, with decisions made in partnership with
clinicians, rather than by clinicians alone (2010)
 Shared Decision Making (SDM) is a process in which clinicians and patients work
together to select tests, treatments, management or support packages, based on
clinical evidence and the patient’s informed preferences.
 https://www.bing.com/videos/search?q=shared+decision+making+nhs&&view=deta
il&mid=2868D188070E5BDE294E2868D188070E5BDE294E&&FORM=VDRVRV
https://www.kingsfund.org.uk/sites/default/files/Making-shared-decision-making-a-reality-paper-Angela-Coulter-Alf-
Collins-July-2011_0.pdf
https://www.england.nhs.uk/ourwork/pe/sdm/

27.  Adults have the right to make ‘unwise decisions’. - we have a
duty of care and must offer support and help them to manage
risks if needed.
 If there is any doubt about the person’s ability to make certain
decisions, a mental capacity assessment should be carried out
and best interests decision made with all relevant parties.
 Safeguarding process should be about finding an outcome that
works for them - not always the solution that professionals
think is best (The person may not for example want to pursue a prosecution
of the perpetrator)
 If the alleged perpetrator is in a position of trust or has access
to other vulnerable groups of people this must be
reported. You may also need to override the person’s wishes if
the situation is dangerous and there is coercion and control
involved.
What do they want
to happen?
What is important
to them?

29. EVERYON
• Local authority
• Police
• Safeguarding children boards
• NSPCC
• Health care professionals
• Teachers
• Probation service
• Education welfare officers

30. KEEPING CHILDREN SAFE IN
EDUCATION
STATUTORY GUIDANCE FOR
SCHOOLS AND COLLEGES
SEPTEMBER 2016
Safeguarding and promoting the welfare of children is
everyone’s responsibility.
Everyone who comes into contact with children and their families and carers have a role
to play in safeguarding children.
In order to fulfil this responsibility effectively, all professionals should make sure their
approach is child-centred.
This means that they should consider, at all times, what is in the best interests of the
child.

31. The overarching purpose of an SAB is to help and safeguard adults with care and
support needs. It does this by:
 assuring itself that local safeguarding arrangements are in place as defined by the
Care Act 2014 and statutory guidance
 assuring itself that safeguarding practice is person-centred and outcome-focused
 working collaboratively to prevent abuse and neglect where possible
 ensuring agencies and individuals give timely and proportionate responses when
abuse or neglect have occurred
 assuring itself that safeguarding practice is continuously improving and
enhancing the quality of life of adults in its area.

32. Specific objectives of the LSCB are to:
 Develop and agree inter-agency policies and procedures for safeguarding and promoting the welfare of
children, including:
 The action to be taken where there are concerns about a child's safety or welfare, including thresholds for
intervention;
 Training of those working with children
 Recruitment and supervision
 Investigation of allegations
 The safety and welfare of privately fostered children
 Cooperation with neighbouring children's social care services authorities and their Board partners.
 Participate in the planning of services for children in the local authority area;
 Communicate the need to safeguard and promote the welfare of the child;
 Develop procedures to ensure a coordinated response to unexpected child deaths;
 Monitor the effectiveness of what is done to safeguard and promote the welfare of children;
 Undertake reviews of serious cases and ensure lessons are understood and acted upon;
 Collect and analyse information about child deaths.

33.  Establish, implement and follow good safeguarding policies and procedures
including safe recruitment
 Ensure all staff and volunteers are aware of and follow the organisation’s
safeguarding policies and procedures
 Ensure that all staff and volunteers receive child protection training
 Share information with and work alongside other relevant organisations/agencies
 Investigate and respond effectively to incidents, complaints and whistleblowers

34.  NSPCC
 Citizens Advice
 Local Authority
 Local safeguarding and children’s boards
 Police
 Health care professionals, including health visitors,
midwives, doctors and hospital staff
 Other professionals who work with children, including play
workers and youth and community workers
 Probation officers
 Teachers and other school staff
 Nursery staff
 Education welfare officers
 Educational psychologists