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Comprehensive Child and Adult Safeguarding and Protection Training

Covers definitions, principles, indicators of abuse, reporting procedures, and legal frameworks for safeguarding children and vulnerable adults.

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Q1 Which of the following is not the definition of Child protection: a) Child protection is an element of safeguarding and promoting welfare b) Any activity which protects specific children who are suffering or are likely to suffer significant harm. c) An unprotected child who is at risk of harm, mistreatment, exploitation or neglect from others - Answer Q2 Which of the following is not the definition of Vulnerable children a) Those who are at danger and at risk of harm from others due to their inability to protect themselves. This harm could occur within any environment with which they are associated. b) An unprotected child who is at risk of harm, mistreatment, exploitation or neglect from others c) Any activity which protects specific children who are suffering or are likely to suffer significant harm- Answer Q3 Safeguarding mainly concerns the protection of: a) Children and vulnerable adults- Answer b) Homes c) Hospitals d) Library Safeguarding mainly concerns the protection of individuals from harm, abuse, neglect, and exploitation. It applies to various groups, including 1
children, adults at risk, and vulnerable populations. Key aspects of safeguarding include: -Preventing harm: Implementing measures to reduce the likelihood of harm occurring. -Empowerment: Supporting individuals to make informed decisions and take control of their lives. -Protection: Taking immediate action to stop harm and ensure safety. -Partnership: Collaborating with individuals and communities to create safe environments. -Safeguarding is essential in settings like schools, care homes, and health care, ensuring that all individuals are treated with dignity and respect. Q4 Examples, of recognized behavioural indicators that a child or vulnerable adult may be experiencing abuse are: Choose 1 incorrect Answer a) Changes in Behaviour: Signs of withdrawal, aggression, or fearfulness may indicate distress or exposure to harmful situations. b) Physical Symptoms: Unexplained injuries, poor hygiene, or inappropriate clothing can suggest neglect or abuse. c) Avoidance of Talking: Children may avoid discussing their home life or specific family members, which can be a sign of abuse. d) Good hygiene, No signs of withdrawal, No injuries- Answer 2
Q5 The 'welfare of the child' is considered the paramount concern in all safeguarding decisions. A) True- Answer B) False C) Partially True Under the Children Act 1989 and 2004, the safety and welfare of the child must always come first, regardless of the needs of adults. This principle is enshrined in the Act, which emphasizes that children's welfare is the main consideration in legal proceedings involving them. The Act establishes a framework for safeguarding and promoting children's welfare, ensuring that local authorities and other agencies have a duty to protect and support children in need. Q6 What needs to be reported to the Local Authority Designated Officer (LADO) a) Food Safety Complaints b) Manual Handling Complaints c) Nothing d)any allegation that a professional or volunteer who works with children has behaved in a way that suggests they are a risk- Answer The LADO is responsible for managing and overseeing allegations against adults who work with children. They do not conduct investigations directly but provide advice, information, and guidance to employers and voluntary organizations. The LADO must be contacted within one working day in respect of all cases in which it is alleged that a person who works with children has: Behaved towards a child or children in a way that indicates they may pose a risk of harm to children. 3
The LADO's role includes: -Providing advice, information, and guidance to employers and voluntary organizations around allegations and concerns regarding paid and unpaid workers. -Managing and overseeing individual cases from all partner agencies. -Ensuring the child's voice is heard and that they are safeguarded. -Ensuring there is a consistent, fair, and thorough process for all adults working with children and young people against whom an allegation is made. -Monitoring the progress of cases to ensure they are dealt with as quickly as possible. -Recommending a referral and chairing the strategy meeting in cases where the allegation requires investigation by police and/or social care. It is crucial for organizations to follow their safeguarding procedures without delay and to provide clear reporting processes to ensure concerns are assessed quickly and that children remain protected at all times Q7 ‘Abuse occurs when there is a deliberate or non-deliberate mistreatment or when the direct or indirect actions of an organisation or individual fail to protect children from significant harm; or affects adversely their physical, psychological and emotional development or well-being’ Which of the following is not a type of abuse? a) Physical Abuse b) Emotional Abuse c) Sexual Abuse d) Neglect e) Showing empathy- Answer 4
Q8 Which of the following is not one of the six key principles of adult safeguarding Under the Care Act 2014. a) Proportionality b) Empowerment c)Protection d) Convection- Answer The six key principles of the Care Act 2014 for adult safeguarding are Empowerment, Prevention, Proportionality, Protection, Partnership, and Accountability. 1. Empowerment This principle emphasizes the importance of supporting individuals to make their own decisions and giving them the information they need to make informed choices. It encourages individuals to express their views, wishes, feelings, and beliefs, ensuring that their preferences are respected in the safeguarding process 2. Prevention Prevention is about taking proactive measures to prevent abuse and neglect before they occur. This principle highlights the need for early intervention and support to reduce the risk of harm, ensuring that individuals are aware of the signs of abuse and know how to seek help 3. Proportionality This principle states that any response to safeguarding concerns should be the least intrusive necessary to manage the risk presented. It ensures that interventions are appropriate to the level of risk and that individuals' rights and freedoms are respected 4. Protection 5
Protection involves providing support and representation for those in greatest need. This principle ensures that individuals at risk of abuse or neglect receive the necessary help to safeguard their well-being and that their safety is prioritized 5. Partnership Partnership emphasizes the importance of local solutions and collaborative working between services and communities. It encourages organizations to work together with individuals and their communities to prevent, detect, and report abuse and neglect 6. Accountability This principle focuses on the need for accountability and transparency in safeguarding practices. It ensures that all individuals involved in safeguarding processes understand their roles and responsibilities, and that there is clarity in how safeguarding actions are carried out These principles are designed to guide the actions and decisions of care providers and professionals, ensuring that the rights and well-being of vulnerable adults are upheld in all safeguarding practices. Q9 What are the Signs that a passenger may be a victim of trafficking. A) Feeling Confident B) Restricted Freedom Of Movement- Answer C) Being able to speak freely D) None of the above Human trafficking is a serious crime that involves the exploitation of individuals through force, fraud, or coercion for various purposes, including forced labour, sexual exploitation, or involuntary servitude. While it is important to remember that each situation is unique and signs may vary, here are some common indicators or signs that may suggest human trafficking: 6
-Physical signs of abuse: Victims may show signs of physical abuse, such as unexplained bruises, injuries, or other signs of mistreatment. They may appear malnourished, fatigued, or exhibit poor hygiene. -Restricted freedom of movement: Trafficked individuals may have limited freedom to move or interact with others. They may always be accompanied by someone who appears to be controlling their actions or be constantly monitored. -Isolation and lack of identification: Victims may be isolated from the community, not knowing their location or having limited contact with their family or friends. They may not possess personal identification documents, such as a passport or identification card. -Inability to speak freely: Trafficked individuals may be unable to speak for themselves or seem hesitant to communicate with others. They may have a limited understanding of the local language or exhibit signs of fear, anxiety, or depression. -Inconsistent stories or scripted responses: Victims might provide inconsistent information about their whereabouts, living conditions, or work situation. Their responses may seem rehearsed or memorised, indicating that someone is controlling their narrative. -Debt bondage or exploitation: Traffickers often exploit victims by placing them in debt bondage. Victims may be forced to work long hours under harsh conditions with little or no pay. They may be trapped in a cycle of debt, making it nearly impossible for them to escape. -Sudden changes in behaviour or appearance: Trafficked individuals may display signs of fear, anxiety, depression, or emotional distress. They might exhibit a dramatic change in their physical appearance, such as weight loss, unkempt appearance, or signs of substance abuse. -Controlled communication: Victims may be closely monitored or controlled when communicating with others. They may be unable to speak for themselves, or their communication might be restricted or scripted by the traffickers. -Loss of personal possessions and identification: Traffickers often confiscate or control the personal belongings and identification documents of their victims to maintain control over them. 7
Q10 The Safeguarding Adults Boards (SABs) were established as a legal requirement by the a) Data Protection Act 2018 b) Health & Safety At Work Act 1974 c) Work At Height Regulations 2005 d) Care Act 2014- Answer The Safeguarding Adults Boards (SABs) were established as a legal requirement by the Care Act 2014. This legislation mandates that each local authority must establish an SAB to help and protect adults in its area who are at risk of abuse or neglect. Q11 Harmful Cultural Practices in a safeguarding context includes a) female genital mutilation- Answer b) Studying to pass exams c) Motivating others in a positive manner Cultural harm in safeguarding occurs when cultural practices, beliefs, or assumptions are misinterpreted, overemphasized, or used to justify neglect or abuse, potentially putting children or vulnerable adults at risk. Understanding Cultural Harm Cultural harm arises when safeguarding professionals either overlook risks due to cultural sensitivity or misapply cultural relativism, allowing harmful practices to continue under the guise of respecting cultural norms While culture shapes parenting, family structures, and community practices, it should never be used as an excuse for abuse or neglect 8
Examples include practices that may be legal or socially accepted in one context but pose physical, emotional, or social harm to children, such as corporal punishment, female genital mutilation, or early cosmetic procedures Challenges in Practice Balancing Respect and Protection: Professionals must respect cultural identity while prioritizing the child’s safety. Focusing solely on parental motivation or cultural beliefs can obscure the child’s experience of harm Stereotyping and Bias: Overgeneralizing cultural practices can lead to discrimination or misjudgment. For instance, children from Black, Asian, and minority ethnic (BAME) communities may be over- or underrepresented in safeguarding statistics due to systemic biases rather than actual risk Structural Inequalities: Cultural harm is compounded when safeguarding systems fail to account for power dynamics, historical injustices, and institutional discrimination. A purely cultural lens may normalize exploitation or abuse, whereas a structurally sensitive approach examines how patriarchy, class, race, and colonial legacies shape vulnerability Mitigating Cultural Harm Cultural Competence: Professionals should develop knowledge of community norms, historical context, and local practices while remaining vigilant about potential risks Child-Centered Focus: Safeguarding decisions must prioritize the child’s welfare, autonomy, and rights, rather than parental intent or cultural justification Structural Awareness: Incorporating power analysis and systemic reflection ensures that interventions address both immediate harm and broader inequalities that may perpetuate risk Community Engagement: Building trust with communities through respectful dialogue, partnerships with local leaders, and culturally appropriate service delivery can reduce misunderstandings and improve safeguarding outcomes 9
Key Takeaway Cultural harm in safeguarding is not about culture itself but about how cultural factors are interpreted and acted upon. Effective safeguarding requires a balance of cultural respect, child-centered protection, and structural awareness, ensuring that cultural sensitivity does not inadvertently perpetuate harm or inequality Q12 Forms of child neglect includes Choose 1 incorrect answer a) Physical b) Medical c) Emotional d) Convection- Answer Child neglect occurs when a caregiver consistently fails to meet a child's basic physical, emotional, medical, or educational needs, putting the child at risk of harm. Types of Child Neglect 1. Physical Neglect Physical neglect involves failing to provide the basic necessities for a child’s survival and well-being, such as adequate food, clothing, shelter, and supervision. Examples include leaving a young child home alone for extended periods, exposing a child to unsafe living conditions, or not providing protection from extreme weather 2. Medical Neglect Medical neglect occurs when a caregiver does not provide necessary medical or dental care, or delays treatment for serious illnesses or injuries. This can include failing to administer prescribed medications, 10
ignoring chronic health conditions, or not seeking emergency care when needed 3. Educational Neglect Educational neglect is the failure to ensure a child receives proper schooling or educational support. This includes allowing chronic absenteeism, not enrolling a child in school, or ignoring special educational needs that affect learning and development 4. Emotional Neglect Emotional neglect involves failing to meet a child’s emotional needs, such as love, attention, and validation. Signs include ignoring the child, rejecting or belittling them, or not responding to their emotional distress. Emotional neglect can severely impact a child’s mental health, self- esteem, and social development Effects of Child Neglect Neglect can have long-term consequences on a child’s physical, cognitive, and emotional development. Physically neglected children may experience malnutrition or delayed growth, while emotionally neglected children may develop anxiety, depression, or behavioral issues. Educational neglect can result in poor academic performance and limited future opportunities World Health Organization (WHO) Understanding these forms of neglect is crucial for early identification and intervention, as neglect is often less visible than other forms of abuse but can be equally damaging to a child’s well-being Q13 The 'Prevent' duty is not limited to individuals from specific religious backgrounds. a) True- Answer b) False 11
It applies to all specified authorities, including education, health, local authorities, police, and criminal justice agencies, to prevent the risk of people becoming terrorists or supporting terrorism. The duty requires these authorities to have 'due regard' to the need to prevent individuals from being drawn into terrorism, regardless of their religious background. This approach ensures a broader and more inclusive prevention strategy that addresses the ideological causes of terrorism and reduces permissive environments across society Q14 Mate crime is a form of exploitation where a person is harmed by someone, they consider to be their friend a) True- Answer b) False Mate crime is a form of exploitation where a person is harmed by someone, they consider to be their friend. It can involve various forms of abuse, including: -Financial abuse: The abuser may demand money or misuse the victim's property. -Emotional abuse: Manipulation and emotional manipulation can occur. -Physical abuse: Injuries or harm can be inflicted. -Sexual exploitation: The abuser may take advantage of the victim sexually. -Cuckooing: The abuser may take over the victim's home for illegal activities. Victims often feel vulnerable due to their trust in the abuser, who may be someone they thought was their friend. This type of crime can lead to significant harm or even death, particularly affecting vulnerable individuals like those with disabilities or mental health issues. 12
Q15 The name of the statutory guidance in England that outlines the multi-agency requirements for protecting children is? a) Health & Safety Executive b) Weights & Measures c) Data Protection Act 2018 d) Working together to safeguard children- Answer Working together to safeguard children is statutory guidance for organisations that work to safeguard and promote the welfare of children. It’s produced by the Department for Education (DfE) and outlines what organisations in England must do to safeguard children and young people. This guidance applies to all organisations working with children and includes: -those living with their birth or extended family -those in kinship care, including special guardianship -adopted and looked after children in foster or residential settings -unborn children where there are concerns Q16 Signs of radicalization can include:behavioral changes, increased secrecy, and the adoption of extremist views, often influenced by social media and peer groups. a) True- Answer b) False 13
Key Indicators of Radicalization -Behavioural Changes: Individuals may become withdrawn, spending more time alone or with new friends who share extremist views. They might lose interest in previously enjoyed activities or hobbies -Increased Secrecy: A person may become secretive about their online activities, avoiding discussions about their beliefs or where they spend time. This can include spending excessive time on unregulated online platforms that promote extremist content -Adoption of Extremist Language: Using language that mirrors extremist rhetoric or talking as if from a scripted speech can be a sign. This includes glorifying extremist figures or ideologies and expressing intolerance towards others with differing views -Emotional Changes: Increased anger, frustration, or obsessive behavior, particularly towards political or social issues, can indicate radicalization. Individuals may express a strong desire for change or show heightened sensitivity to perceived injustices -Influence of Online Content: Spending time on websites or social media that promote hate, violence, or extremist ideologies can be a significant factor. This includes sharing hateful content or engaging with groups that advocate for violence against specific communities -Social Isolation: A sense of isolation or lack of belonging can make individuals more susceptible to radicalization. They may seek out extremist groups that offer a sense of community or identity Conclusion Recognizing these signs early can be crucial in preventing radicalization. If you suspect someone is becoming radicalized, it is important to approach the situation with care and seek support from professionals or organizations that specialize in countering extremism. Early intervention can help address underlying issues and provide the individual with healthier avenues for support and belonging. 14
Q17 Which of the following is a Safeguarding legislation in the UK a) The Children and Social Work Act 2017- Answer b) The adult and Social Work Act 1948 c) The Children and Social Work Act 1915 d) The adult and Work Act 2013 Safeguarding legislation in the UK provides the legal foundation for protecting children and adults at risk from abuse, neglect, exploitation, and harm. These laws define the responsibilities of individuals and organisations across health, social care, and education, ensuring that vulnerable people are supported, protected, and treated with dignity. While some legislation applies broadly to all at-risk groups, others are tailored to the specific needs of children or adults. For children, laws such as the Children Act 1989, Children and Families Act 2014, and statutory guidance like Keeping Children Safe in Educationdefine how professionals must intervene, collaborate, and prevent harm. For adults, theCare Act 2014,Mental Capacity Act 2005, and Domestic Abuse Act 2021establish clear protections for those with care and support needs. Some legislation, like the Human Rights Act 1998, Safeguarding Vulnerable Groups Act 2006, and Sexual Offences Act 2003, applies across both groups, reinforcing the right to safety, respect, and protection from harm. What Is Safeguarding Legislation? Safeguarding legislation refers to the body of UK laws designed to protect children and vulnerable adults from abuse, neglect, exploitation, and harm. 15
It establishes legal duties for organisations and professionals to prevent risk, respond to concerns, and promote well-being. Key statutes include the Children Act 1989, Care Act 2014, and Safeguarding Vulnerable Groups Act 2006, among others. 1. Children Act 1989 & 2004 (Amended by Children and Social Work Act 2017) The Children Act 1989 established the principle that the welfare of the child is paramount. It introduced the concept of parental responsibility and empowered professionals to intervene when a child is suffering or likely to suffer significant harm. The Children Act 2004 followed the death of Victoria Climbié and introduced the “Every Child Matters” framework. It mandated inter-agency cooperation and established Local Safeguarding Children Boards (now replaced by multi-agency safeguarding arrangements under Working Together to Safeguard Children 2018). The Children and Social Work Act 2017 strengthened safeguarding by: Creating a new Child Safeguarding Practice Review Panel. Replacing LSCBs with local safeguarding partnerships led by health, police, and local authorities. Enhancing support for care leavers and looked-after children. 2. Care Act 2014 The Care Act 2014 is the cornerstone of adult safeguarding in England. It places adult safeguarding on a statutory footing and defines abuse broadly, including physical, emotional, financial, sexual, and neglect. Key features include: The duty to promote individual well-being. 16
The requirement for local authorities to make enquiries if an adult is at risk of abuse or neglect. The creation of Safeguarding Adults Boards (SABs) to coordinate local safeguarding efforts. The introduction of safeguarding adult reviews (SARs) following serious incidents. This Act is particularly relevant in care homes, domiciliary care, and NHS settings, where professionals must balance autonomy with protection. 3. Safeguarding Vulnerable Groups Act 2006 (SVGA) The SVGA established the legal framework for vetting individuals who work with children and vulnerable adults. It led to the creation of the Disclosure and Barring Service (DBS), which helps prevent unsuitable people from working in regulated activity. Key features: Individuals can be barred from working with vulnerable groups. Employers have a legal duty to refer concerns to the DBS. Enhanced DBS checks are required for roles involving close contact or unsupervised access. Relevant: Safeguarding Adults Training | Designated Safeguarding Lead Training 4. Mental Capacity Act 2005 The Mental Capacity Act protects individuals aged 16+ who may lack the capacity to make decisions. While not a safeguarding law per se, the Mental Capacity Act is vital in protecting adults who may lack the capacity to make decisions. It introduces: The presumption of capacity. The requirement to support decision-making. 17
The use of best interests’ decisions. Safeguards around deprivation of liberty (now replaced by Liberty Protection Safeguards). Professionals must be alert to the risk of coercion, undue influence, and neglect when supporting individuals with cognitive impairments. 5. Equality Act 2010 The Equality Act 2010 consolidates previous anti-discrimination laws and protects individuals from unfair treatment based on protected characteristics—including age, disability, race, religion, sex, and sexual orientation. In safeguarding contexts, it ensures: Fair access to protection and support. Inclusive safeguarding policies. Protection from discriminatory abuse or neglect. 6. Keeping Children Safe in Education (KCSIE) KCSIE is statutory guidance issued under the Education Act 2002 and the Children Act 1989. It applies to all schools and colleges in England and is updated annually. It outlines: The responsibilities of designated safeguarding leads (DSLs). Safer recruitment and DBS checks. Reporting concerns about child sexual exploitation, peer-on-peer abuse, and radicalisation. Staff training and clear reporting procedures. KCSIE is essential reading for anyone working in education, from teachers to governors, and forms the backbone of safeguarding culture in schools. 7. Working Together to Safeguard Children (2018) 18
This guidance sets out how organisations should collaborate to safeguard children. It replaced LSCBs with tri-partite arrangements involving local authorities, health services, and the police. Key principles: Early help and intervention. Clear thresholds for action. Multi-agency safeguarding partnerships. Information sharing protocols. It reinforces the idea that safeguarding is everyone’s responsibility and that effective collaboration saves lives. 8. Sexual Offences Act 2003 This Act redefined sexual offences in UK law and introduced clearer protections for children and vulnerable adults. It includes: Specific offences such as grooming, abuse of trust, and sexual activity with a child. Stronger sentencing for offences involving coercion or exploitation. Legal recognition of non-consensual acts and capacity to consent. 9. Children and Families Act 2014 This Act focuses on improving support for children and families, especially those with special educational needs (SEN) or in care. Key safeguarding-related provisions include: The introduction of Education, Health and Care (EHC) plans. A stronger emphasis on early intervention and joined-up services. Statutory guidance on promoting the welfare of children in family courts and adoption processes. 10. Human Rights Act 1998 The Human Rights Act 1998 incorporates the European Convention on Human Rights into UK law. 19
It underpins safeguarding by affirming the right to life, protection from inhuman or degrading treatment, and respect for private and family life. In safeguarding practice, it ensures: That interventions are lawful, proportionate, and necessary. That individuals’ dignity and autonomy are respected. Those safeguarding decisions balance protection with rights-based approaches. The Importance of Safeguarding Legislation Safeguarding legislation is critical because it establishes a legal framework to protect individuals at risk, such as children and vulnerable adults, from harm, abuse, neglect, and exploitation. It sets out clear legal and ethical duties for organisations and professionals to promote safety, uphold dignity, and support the well- being of those who may be unable to protect themselves. Establishing Clear Duties Laws like the Children Act 1989 and Care Act 2014 define who is responsible for safeguarding and what actions must be taken. Promoting Accountability Enabling Early Intervention Protecting Rights and Dignity Supporting Multi-Agency Collaboration Responding to Emerging Risks Safeguarding Legislation in the UK: Children and Adults Key Safeguarding Legislation for Adults in the UK Grouped by Statutory Acts and Regulatory Relevance 20
Legislation Summary Purpose Care Act 2014 Places adult safeguarding on a statutory footing; defines abuse and mandates local authority enquiries. Safeguarding Vulnerable Groups Act 2006 Establishes DBS checks and barred lists to prevent unsuitable individuals from working with vulnerable adults. Mental Capacity Act 2005 Protects individuals aged 16+ who may lack decision-making capacity; introduces best interests decisions and safeguards. Human Rights Act 1998 Affirms rights to dignity, autonomy, and protection from harm; ensures safeguarding actions are lawful and proportionate. Health and Social Care Act 2008 Establishes regulatory standards for care providers; underpins CQC enforcement and safeguarding compliance. Equality Act 2010 Protects adults from discrimination; ensures inclusive safeguarding policies and fair access to support. Domestic Abuse Act 2021 Defines domestic abuse in law; strengthens protections for adult victims and introduces new safeguarding duties. Sexual Offences Act 2003 Defines offences including coercion and abuse of trust; protects vulnerable adults from sexual exploitation. Data Protection Act 2018 / UK GDPR Regulates handling of personal data; ensures safeguarding information is shared lawfully and securely. Criminal Justice Act 1988 Supports prosecution of abuse and neglect; relevant in safeguarding investigations and legal proceedings. Conclusion Safeguarding legislation in the UK is comprehensive, evolving, and interdependent. 21
From the Children Act to the Human Rights Act, each statute contributes to a protective framework that demands vigilance, compassion, and accountability. For professionals in care, education, and health, understanding these laws is not just a compliance issue—it’s a moral duty to uphold the dignity and safety of those most at risk. Q18 Which of the following is a way that you can report concerns that a child or young person may be at risk. a) Contact local authorities- Answer b) Contact Data protection officer c) Contact Fire manager d) Contact caretaker There are two broad categories of people protected by safeguarding duties: -Children and young people (anyone under 18 years of age) – those who require protection from abuse, exploitation or neglect that can impair their health or development. -Vulnerable adults – defined under the Care Act 2014 as adults with care and support needs who are at risk of abuse or neglect and unable to protect themselves. All organisations that come into contact with these groups – schools, health services, social care providers, charities, faith groups and leisure organisations – must have clear safeguarding policies, trained staff and designated leads to ensure that any concerns are recognised and reported without delay. 22
Types of abuse and neglect to be aware of: Safeguarding covers many types of abuse and neglect, each with its own indicators: -Physical abuse – involves deliberate physical harm such as hitting, shaking or burning. Warning signs include unexplained bruises, fractures or a pattern of injuries. -Emotional abuse – includes persistent shouting, threats, intimidation or humiliation that undermines a person’s self-worth. It may show as low self-esteem, withdrawal or (for children) a fear of adults. -Sexual abuse – covers any sexual activity without consent or where consent cannot be given. This includes both contact acts (e.g., rape, molestation) and non-contact offences (e.g., exposure, online grooming). Indicators may include sexualised behaviour or knowledge inappropriate for the person’s age. -Neglect – the ongoing failure to meet basic needs such as nutrition, hygiene, medical care or safety. Signs can include poor personal cleanliness, untreated injuries or signs of chronic hunger and fatigue. -Financial or material abuse – the misuse or theft of someone’s money, property or belongings. Look for unexplained financial changes, missing possessions or new “helpers” managing finances. -Modern slavery – includes human trafficking, forced labour and domestic servitude. Victims may seem malnourished, anxious or controlled by another person in an unusual way. -Organisational abuse – occurs when the culture or systems within a care setting lead to neglect, harm or the violation of individual rights. It can stem from poor leadership, inadequate staffing or practices that prioritise efficiency over person-centred care. Examples include lack of privacy, unsafe restraint, over-medication or the denial of choice and autonomy. 23
-Discriminatory abuse – involves harassment, bullying or unfair treatment based on race, gender, disability, religion or sexual orientation. It can happen in the form of verbal slurs, exclusion or unequal access to care. -Self-neglect – happens when an adult is unable or unwilling to care for themselves, leading to risk or harm. It may show up as poor hygiene, unsafe living conditions or refusing much-needed care. Being familiar with the different types of abuse and their potential signs helps you recognise early indicators and take appropriate action before harm escalates. Recognising when to raise a concern: Knowing when to raise a safeguarding concern depends on noticing changes in a person’s appearance, behaviour or circumstances that suggest they may be at risk. You don’t need to be certain that abuse is occurring or have proof. Reasonable suspicion is enough to raise a concern. Key indicators include: -Physical signs – unexplained injuries, bruises, burns or sudden changes in weight -Behavioural signs – withdrawal, aggression, fear of a particular individual, reluctance to go home or attend activities -Emotional signs – anxiety, depression, self-harm, excessive clinginess or lack of social engagement -Environmental signs – poor living conditions, lack of supervision, overcrowding, evidence of substance misuse at home -Digital or online indicators – unexplained access to inappropriate content, secretive use of technology or contact with unknown adults When something “doesn’t feel right” – for example, if a child becomes unusually quiet during a particular lesson or an elderly person appears unnaturally anxious when a carer arrives – you should document your observations in an objective, factual way and consider whether they 24
meet the threshold for submission as a safeguarding concern to the relevant authority. Your legal duty to report safeguarding issues In the UK, many professionals have a statutory duty to report safeguarding concerns. For children, those working in education, health, social care and related sectors must adhere to the statutory guidance Keeping Children Safe in Education (2024) and Working Together to Safeguard Children (2018). Failure to report a concern can result in disciplinary action and, in extreme cases, prosecution. For adult safeguarding, the Care Act 2014 places a duty on local authorities to make enquiries if they believe an adult with care and support needs is experiencing or at risk of abuse or neglect. There is no universal statutory duty on every professional to report adult concerns, but many regulated professions (e.g., social workers, nurses, GPs) have explicit safeguarding responsibilities in their professional codes of practice. Even if you are not subject to a statutory duty, moral and, in some cases, contractual obligations underpin the expectation that all staff, volunteers and members of the public will report concerns without delay. Organisations must also ensure that their own safeguarding policies reinforce these duties and provide clear escalation pathways. Who can report a safeguarding concern? Anyone who has concerns about a child or vulnerable adult can – and should – report them. Common reporters include: Professionals – teachers, doctors, nurses, social workers, care workers, police officers and housing officers Volunteers – youth workers, sports coaches, faith group leaders and befriending volunteers (people who offer companionship and emotional support) Members of the public – neighbours, family members, friends or passers-by 25
Children and adults themselves – many organisations provide confidential helplines or online forms so that individuals can raise concerns directly Age, role or professional status should never be a barrier to reporting. If you encounter resistance or uncertainty in your organisation, escalate your concerns to your line manager, safeguarding lead or directly to the local authority. Who can report a safeguarding concern How to record and document your concerns clearly Accurate, up-to-date records are vital when reporting safeguarding concerns. Clear documentation ensures that important details are not lost and that decision-makers have a reliable account of events. Here are some best practices to consider when recording concerns: -Use factual, objective language – describe exactly what you observed, what was said and by whom. Avoid speculating or giving your opinion. -Note time, date and location – be precise; details such as exact dates and times help investigators understand what happened and when. -Record direct quotes – if the individual uses particular words (e.g., “she hit me with a stick”), record them word for word in quotation marks. -Describe any injuries – use body maps or diagrams if your organisation provides them, noting the size, colour and position of bruises or marks. -Identify who you told and when – record the names, roles and contact details of each person you informed, along with the date and time. -Keep records secure – store information according to your organisation’s data protection policy, maintaining confidentiality and limiting access to authorised staff. Many schools and healthcare settings use standard forms (e.g., MARF – multi-agency referral form) to keep information consistent. Make sure 26
you know how to use these templates and complete every section to prevent processing delays. Reporting safeguarding concerns in schools and early years settings Educational settings have robust procedures under Keeping Children Safe in Education and the Early Years Foundation Stage (EYFS) statutory framework. All staff and volunteers must know: Who the designated safeguarding lead (DSL) is – the DSL oversees all child-protection matters, provides training and liaises with local agencies. How to report – most schools require staff to complete an electronic or paper safeguarding log as soon as concerns arise. Escalation protocols – if the DSL is unavailable, concerns should go to the deputy DSL or, if no one within the school can act, directly to the local authority’s children’s services. Early years providers must notify Ofsted of any allegation of serious harm or abuse and maintain clear records of children’s attendance, injuries and accidents. Regular safeguarding training that takes place at least annually is a statutory requirement for all staff working with children. Safeguarding in health and social care environments Health and social care professionals have two key responsibilities – a clinical duty of care and a safeguarding duty. Key elements include: Adult safeguarding alerts – if you suspect abuse or neglect of a vulnerable adult, submit an alert to adult social care or the Multi-Agency Safeguarding Hub (MASH) in your local authority. Children in healthcare settings – medical staff must report concerns to children’s social care when a child’s health or development is at risk. 27
Multidisciplinary working – safeguarding often involves GPs, hospital paediatricians, community nurses, social workers and the police. Regular case meetings and clear information-sharing procedures are essential. Every care provider must have a named safeguarding lead and clear internal procedures – often detailed in their registration with the Care Quality Commission (CQC) – to make sure concerns are escalated without delay. Contacting the local authority designated officer The local authority designated officer (LADO) handles allegations against adults who work with children – paid or unpaid – such as teachers, faith leaders, sports coaches and foster carers. The LADO’s role is to: -Assess the allegation – determine whether it meets the threshold for significant harm or risk. -Advise the employer – guide the organisation through suspension, internal investigation or disciplinary action. -Coordinate with other agencies – ensure that children’s services, the police and regulatory bodies share information and agree on next steps. You should refer concerns involving staff misconduct, harm or grooming behaviours to the LADO within one working day. You can find contact details for your local LADO team on your local authority’s website. When and how to contact the police or emergency services If someone is in imminent danger or a crime is in progress, seek help immediately. Dial 999 – clearly state your location, the nature of the emergency and any immediate risks. Non-emergency – if the situation is serious but not life-threatening, call 101. Pass on all the relevant details and ask for the incident number or a log reference. 28
Police involvement is appropriate in cases such as forced entry, physical assault, indecent exposure or trafficking – but also in other serious concerns like abuse, exploitation, threats or serious injury. Always follow a 999 call with a written safeguarding report to your organisation’s safeguarding lead. When and how to make an anonymous report There are situations where you – or the person at risk – may prefer to remain anonymous when raising a safeguarding concern. Anonymity can help individuals feel safe to report abuse or wrongdoing, particularly where they fear retaliation or personal repercussions. Common anonymous reporting routes include: Crimestoppers – an independent charity offering a completely anonymous hotline (0800 555 111) or online form. Local authority anonymous referrals – some councils allow anonymity but may limit follow-up if there isn’t enough information. Whistleblowing helplines – many organisations use third-party whistleblowing services that protect the reporter’s identity. Bear in mind that anonymity can make it harder to investigate if more details or interviews are needed. Whenever possible, encourage named reporting to help ensure a timely response. What happens after you report a concern? Once a concern is raised, the receiving agency follows a structured process: Triage – social workers or adult safeguarding leads review the referral against statutory thresholds. Decision – the concern may be closed (no action), referred for early help or passed to a specialist team for statutory assessment. 29
Assessment and planning – for children, a Section 47 enquiry under the Children Act 1989 may be opened. For adults, a Section 42 enquiry under the Care Act 2014 may follow. Strategy meeting – key agencies (social care, the police, the NHS, education) agree safeguarding plans, information-sharing protocols and timescales. Ongoing support – the individual may receive continued safeguarding support through a child protection plan, adult safeguarding plan or family-support services. In some cases, police investigations may run alongside these interventions. You will usually be informed of the outcome, though full details may be withheld to protect confidentiality. The role of designated safeguarding leads Designated safeguarding leads oversee and coordinate all safeguarding activity within their organisation. Their core responsibilities include: Implementing policy – keeping safeguarding policies current, compliant with statutory guidance and embedded in everyday practice. Providing training and support – delivering regular sessions for staff and volunteers. Training helps staff feel confident when reporting safeguarding concerns and equips them to handle the process correctly. Maintaining records – keeping secure, chronological logs of all referrals, actions and communications to support transparency and accountability. Liaising with agencies – serving as the main point of contact with children’s social care, adult social care, the police and other safeguarding partners. Auditing and reviewing practice – monitoring safeguarding performance through audits, learning reviews and case conferences, and ensuring that lessons lead to measurable improvements. Confidentiality, data protection and information sharing 30
Safeguarding sometimes involves difficult decisions about when to share information and when to keep it confidential. The priority is always the person’s safety. Decisions should be guided by: Data Protection Act 2018 and GDPR – provide the legal framework for handling personal data. Safeguarding often falls under the “vital interests” and “public task” lawful bases. Caldicott Principles – outline best practice for sharing personal health information, emphasising that details should be shared only on a need- to-know basis. Information Sharing Guidance – the UK government’s Information Sharing: Advice for Practitioners (2018) helps professionals decide when and how to share data. Always limit the information shared to what is necessary. Obtain consent where appropriate – but never allow data protection concerns to prevent a legitimate safeguarding referral. Barriers to reporting and how to overcome them Recognising why safeguarding concerns sometimes go unreported is essential for building a culture of accountability and trust. Here are some of the common reasons for why people might not report concerns: Fear of making the wrong decision – staff may worry about overreacting or causing trouble. Concerns about confidentiality – some may believe they cannot share information without consent. Lack of knowledge or confidence – people might be unsure what signs to look for or how to report them. Cultural or organisational norms – a blame culture or lack of management support can discourage reporting. Personal relationships – loyalty to a colleague or fear of damaging relationships can override duty of care. These barriers can be reduced through strong leadership, clear communication and a supportive workplace culture. Staff need 31
reassurance that they are not alone in raising concerns and that acting early helps protect those at risk. Provide regular training, accessible policies and visible recognition for those who speak up. When reporting is normalised and supported, safeguarding becomes everyone’s shared responsibility. Whistleblowing procedures and protections Whistleblowing is a formal route for reporting serious wrongdoing, including safeguarding failures, within an organisation. It ensures transparency and accountability when internal systems break down. Key protections include: Public Interest Disclosure Act 1998 – protects whistleblowers from dismissal and disciplinary action. Internal policies – most organisations publish whistleblowing procedures explaining how to raise concerns, who to approach and how investigations are carried out. External bodies – reports can be escalated to regulators such as Ofsted, the CQC, the Charity Commission or professional bodies if internal routes fail. Help staff feel confident that raising a concern is the right thing to do. It’s an act of care and professionalism – and it won’t be a risk to them personally or in their work life. Whistleblowing procedures and protections Training and resources for effective safeguarding Safeguarding works best when everyone knows their role, recognises the signs of harm and feels confident taking action. Ongoing training builds that awareness and confidence. Core training elements include: Induction – all new staff should receive basic safeguarding awareness as part of their introduction to the organisation. 32
Role-specific training – DSLs, health professionals and social workers need advanced, multi-agency training tailored to their unique responsibilities. Refresher courses – annual updates help maintain awareness of legislative changes and emerging risks (e.g., online abuse). Scenario exercises – table-top activities and case-study discussions test people’s understanding of policy and decision-making in practice, making sure they are well-prepared to confront these challenges in real life. E-learning and webinars – flexible options for busy professionals, ideally supported by face-to-face workshops for deeper engagement. Resources are widely available from local safeguarding children boards (LSCBs), local safeguarding adults boards (LSABs), the NSPCC Learning portal and statutory guidance documents. Further support from charities and regulatory bodies Many charities and regulators offer practical advice, training and support to anyone involved in safeguarding: NSPCC – provides helplines, e-learning and guidance on protecting children from harm. Barnardo’s – supports frontline practitioners with child protection resources and family support programmes. Action for Children – offers advice on early help and practical services for families. Victim Support – gives emotional and practical help to anyone affected by crime, including abuse. Mind – offers guidance on the mental health impact of abuse and provides support for people experiencing emotional distress. Age UK – supports older adults who may be at risk, offering advice, advocacy and practical help for those affected by abuse or neglect. 33
Ofsted and the CQC – inspect and regulate schools, early years settings, and health and social care services to make sure safeguarding standards are met. Knowing where to turn for specialist help strengthens your organisation’s ability to respond quickly and protect those at risk. To report concerns that a child or young person may be at risk, you can follow these steps: -Contact local authorities: Reach out to your local council's children's social care team. You can report concerns anonymously if you choose. -Call emergency services: If the child is at immediate risk, call 999. For non-emergency situations, you can call 101. -Report online: If it's not an emergency, you can report the concern online through your local authority's website. -Contact the NSPCC: If you want to discuss your concerns and get advice, you can call the NSPCC at 0808 800 5000. Follow organizational procedures: If you work in an organization, ensure you follow their safeguarding policies and procedures to report concerns. These steps will help ensure that your concerns are recognized and addressed appropriately. Q19 ‘Abuse occurs when there is a deliberate or non-deliberate mistreatment or when the direct or indirect actions of an organisation or individual fail to protect children from significant harm; or affects adversely their physical, psychological and emotional development or well-being’ Which key word in the definition of Abuse is False? a) Deliberate: carried out on purpose & usually planned b) Non-deliberate: carried out by accident or without any intention of doing wrong, however wrong is done 34
c) Mistreatment: treating someone badly, physically or psychologically Well-being: a person’s state of health D deliberate: not carried out on purpose & not usually planned- Answer Q20 There are many reasons why the majority of abuse is not reported including: -the fact that children rarely report abuse themselves – they think that adults will not believe them -if a child has been brought up in an environment where they have always been abused, they may see it as the normal way that adults behave to children – they only realise that there is something wrong as they get older -abuse is usually hidden and does not take place where other people can see it – it is kept as a secret -the abuser denies that they have acted wrongly -it is very difficult to notice the signs and some children only show one or two of them. a) True- Answer b) False Q21 The Steps that practitioners can take to protect themselves from allegations and complaints within their everyday practice in a work setting. Includes: - dress and act professionally - consider language used - be professional at work and outside 35
- avoid accepting friend requests on social media sites - do not give out personal contact details - do not socialise either on- or offline with children and/or their parents - do not offer lifts home - do not invite children home with you, unless this is a part of your professional role - ensure appropriate written communication - risk assess the need to work one-to-one with a young person and ensure other adults are aware of this work -only use appropriate physical contact, where contact is needed. a) True- Answer b) False Q22 Significant harm is defined in The Children Act (1989) as: ‘the ill-treatment or the impairment of health or development’ Sometimes a single traumatic event may constitute significant harm such as a violent assault, suffocation or poisoning. More often however significant harm is a collection of events, often long standing. The levels of significant harm are judged upon a range of factors including: -The severity of ill treatment -The degree and extent of physical harm -The duration and frequency of abuse and neglect -The extent of premeditation -The degree and threat of coe a) True- Answer 36
b) False Q23 What is the definition of children and young people a) Children and young people: Children are those aged below 16 and young peoples are those aged between 16 and 18.- Answer b) Children and young people: Children are those aged below 21 and young peoples are those aged between 26 and 28. c) Children and young people: Children are those aged below 19 and young peoples are those aged between 21 and 22. Q23 What action should you take When a child or young person is suspected of being abused or harmed, a) Take no action b) Report to appropriate authorities- Answer c) Don’t follow organisational procedure it is essential to respond calmly, take the disclosure seriously, follow safeguarding procedures, and report concerns to the appropriate authorities. Immediate Response to a Disclosure -Stay calm and composed: Children may be frightened or anxious; showing shock or disbelief can discourage them from sharing further information 37
-Listen carefully and without judgment: Allow the child to speak in their own words, avoiding leading or suggestive questions. For example, ask, “Can you tell me what happened?” rather than “Did someone hurt you?” -Reassure the child: Let them know they have done the right thing by speaking up and that you take their concerns seriously -Avoid making promises you cannot keep: Never promise secrecy; explain that you must share the information to keep them safe -Recording and Reporting Concerns Document the disclosure or concern accurately: Record facts objectively, including dates, times, what was said, and any observed injuries or behaviours. Ensure the record is legible, signed, and dated -Follow your organisation’s safeguarding policies: Report the concern to your manager, designated safeguarding lead, or head of child protection as outlined in your setting’s procedures -Escalate if necessary: If your concerns are not taken seriously, escalate to higher management or contact local social services or safeguarding teams -Involving External Authorities Contact children’s social care or the police if the child is at immediate risk or if the situation is urgent Provide full details to authorities, including any relevant observations, disclosures, and evidence, while maintaining confidentiality Support multi-agency collaboration: Work within local safeguarding arrangements and cooperate with investigations conducted by social services, police, or other relevant agencies -Ongoing Support Ensure the child feels safe: Maintain a supportive environment and continue to monitor their wellbeing -Do not investigate yourself: Your role is to report and support, not to question the child extensively or gather evidence independently 38
-Seek guidance and training: Familiarise yourself with local safeguarding policies, statutory guidance, and professional advice to respond appropriately in future situations By following these steps, you help protect the child, ensure legal compliance, and support the proper investigation of abuse or harm. Q24 how do you respond to a child or young person who discloses abuse to you: a) Ignore them b) Take no action c) Respond calmly, believe them, reassure them- Answer d) Blame the child When a child discloses abuse, respond calmly, believe them, reassure them they are not at fault, and report the abuse to the appropriate authorities immediately. Immediate Response Stay Calm and Composed: Children are highly sensitive to adult reactions. Avoid showing shock, anger, or disgust, as this may make the child feel responsible or unsafe to continue sharing their experience -Listen Carefully: Allow the child to tell their story in their own words without interruption. Do not lead them, pressure them for details, or correct their account -Reassure the Child: Emphasize that the abuse is not their fault and that they did the right thing by telling someone. Let them know they are believed and supported 39
-Avoid Judgment or Confrontation: Do not make negative comments about the abuser or confront them directly, as this could increase the child’s risk or anxiety -Do Not Make Promises: Avoid promising immediate resolution or safety, as situations may initially worsen before improving. Instead, explain that you will take steps to help protect them -Safety and Reporting Assess Immediate Safety: Ask if the child feels safe going home. If not, treat it as an emergency and contact child protection services or law enforcement immediately. -Report Promptly: Disclosures must be reported to the Department of Children and Families (DCF), local police, or other relevant authorities. Reporting ensures the child’s protection and preserves the accuracy of their account -Parental Notification: Be cautious about informing parents, especially if they may be involved in the abuse. The child’s safety is the primary concern -Emotional Support Acknowledge Courage: Let the child know that sharing their experience took bravery -Provide a Safe Environment: Speak in a quiet, neutral setting with minimal interruptions -Follow-Up: Continue to show care and support in the weeks and months following the disclosure to reduce shame and reinforce safety Seek Support for Yourself: After the disclosure, discuss your feelings with trusted adults or counsellors to manage your own emotional response Key Principles: -Believe the child and validate their experience. -Reassure them they are not to blame. -Avoid leading questions, judgment, or confrontation. 40
-Ensure immediate safety and report to authorities. -Provide ongoing emotional support and follow-up. By following these steps, adults can help protect the child, support their emotional well-being, and facilitate access to professional services for recovery and safety Q25 What is an example of people, who the information of abuse or suspected abuse may be shared with: a) The fire Marshall b) None c) Local authorities- Answer d) The Traffic Marshall The sharing of information regarding abuse or suspected abuse is a critical aspect of safeguarding practices. It is essential to identify the appropriate individuals or agencies involved in the safeguarding process. Here are the key parties involved in sharing information: -Local Authorities: They play a central role in safeguarding and may share information with other local authorities, health services, and other agencies to improve local safeguarding practice. -Safeguarding Adults Boards (SABs): These boards provide strategic information to improve local safeguarding practice and may request information from others for the purposes of progressing an enquiry. 41
-Health Services: They may share information with other health services to ensure the safety and well-being of individuals who are at risk of harm. -Child Protection Services: These services are responsible for the protection of children and may share information with other child protection services to prevent harm to children. -Legal Authorities: In cases of suspected abuse or neglect, legal authorities may be involved and may share information to ensure the safety and well-being of individuals. It is important to ensure that information is shared only with those who have a legitimate role in safeguarding and to protect the identities of individuals who may suffer harm if their details become known to an abuser or associate. Q26 A vulnerable adult is defined as an individual: a) Aged under 18 b) Aged between 16 and 17 c) aged 18 or over who requires care and support due to age, illness, or disability, and may be unable to protect themselves from harm or exploitation. - Answer A vulnerable adult is defined as an individual Aged 18 or over who requires care and support due to age, illness, or disability, and may be unable to protect themselves from harm or exploitation. Definition and Characteristics A vulnerable adult may include individuals who: -Have physical disabilities or mental health issues. 42
-Are elderly and may be frail or in need of assistance. -Experience learning disabilities that affect their ability to care for themselves or make informed decisions Importance of Safeguarding Safeguarding vulnerable adults is crucial to ensure their safety and well- being. This involves protecting them from various forms of abuse, including: -Physical Abuse: Hitting, slapping, or any form of physical harm. -Emotional Abuse: Threats, isolation, or behaviors that undermine self- esteem. -Sexual Abuse: Non-consensual sexual activities. -Financial Abuse: Misuse of an individual's finances or property. -Neglect: Failing to provide necessary care, leading to harm In many jurisdictions, laws and regulations exist to protect vulnerable adults. For example, the Care Act 2014 in the UK outlines the responsibilities of local authorities in safeguarding these individuals and emphasizes the importance of promoting their well-being and preventing harm Understanding the definition and characteristics of vulnerable adults is essential for caregivers, family members, and society to ensure that these individuals receive the support and protection they need Safeguarding mental health capacity act The Mental Capacity Act 2005 is a key piece of legislation in the UK that safeguards individuals who may lack the mental capacity to make decisions about their care and treatment. It applies to people aged 16 and over and aims to protect and empower individuals who may lack the mental capacity to make their own decisions. The Act provides a framework for assessing an individual's ability to make decisions, ensuring that their rights and freedoms are respected. It also outlines the responsibilities of those caring for or supporting an individual, including the duty to consider the Code of Practice and to support the individual in 43
making their own decisions when possible. The Act is crucial in balancing autonomy and protection, particularly in safeguarding cases where individuals may be making decisions that put them at serious risk. Notes Types of Abuse Abuse is complex and the signs can often be difficult to spot. Here are 12 different types of abuse and some signs, which may indicate someone, is being abused. Click on the links below for more information. Emotional Abuse Name calling and humiliation Isolation and deprivation of contact Controlling and coercive behaviour Threats of harm or abandonment Physical assault – hitting, punching, slapping, kicking, spitting etc Withholding of medication or medical treatment Restraint Inappropriate physical sanctions Sexual Abuse Rape and sexual assault Indecent exposure and inappropriate looking and touching Sexual teasing or innuendo and sexual harassment Sexual photography and subjection to pornography or witnessing sexual acts 44
Sexual acts to which the adult / young person has not consented to or was pressured into consenting Neglect and acts of omission Ignoring medical care or treatment Emotional or physical care needs are persistently not being met by parents / carers Failure to provide access to appropriate health, care and support or educational services The withholding of necessities for of life, such as medication, adequate nutrition, clothing and heating Self Neglect Lack of self-care – neglect of personal hygiene, nutrition, hydration Health, thereby endangering health and safety Lack of care of one’s environment – squalor or hoarding Refusal of services that would mitigate risk of harm Female Genital Mutilation The cutting, injury and/or change of a females genitals There are no medical reasons for this to be completed The procedure is forcibly done without any form of anaesthetic and is not carried out by someone with medical training Can happen at birth, during childhood or before marriage Financial Abuse Theft and Fraud Internet Scamming 45
Coercion in relation to adult’s financial affairs or arrangements, including in connection with wills, property, inheritance or financial transactions The misuse or misappropriation of property, possessions or benefits Institutional/ Organisational Abuse Abusive, disrespectful attitudes Lack of respect for dignity and privacy Not providing adequate food / drink Misuse of medication Failure to provide adequate care Modern Day Slavery Slavery Human Trafficking Forced Labour Discriminatory Abuse Any type of abuse committed because of a person’s race, gender and gender identity, age, disability, sexual orientation, religion Domestic Abuse Physical or sexual abuse Violent or threatening behaviour Controlling or coercive behaviour Economic abuse Emotional abuse Exploitation (criminal and sexual) 46
Coerced and groomed into performing sexual activities Coerced into criminal activities such as selling drugs or moving drugs across the country Visit http://ciacademy.ac or ring 020 8478 8222 to learn more about the course. 47