Child protection single agency training

1. Child protection single agency training

2. Ground rules Confidentiality and sensitivity; Respect; Keep safe; Avoid jargon; Look through others’ eyes; Mobile phones on silent.

3. Aims Introduce the subject of child protection. Identify signs and indicators of child abuse. Explain what to do if you have a concern about a child. Promote the welfare of every child. Understand individual roles and duties, and demonstrate knowledge of safer working practices.

4. Introductions Turn to the people on your table. Introduce yourself, your role and what you are hoping to gain from today. Activity 1: Truth or myth

5. Truth or myth 1. Children are abused mostly by strangers. False 2. It is only men who sexually abuse children. False 3. Disabled children are less likely to be abused. False 4. Girls are much more likely to be abused than boys. False 5. In some cultures, it is considered acceptable for children to be treated in a way which other cultures would deem abusive. True

6. Truth or myth 6. If Children’s Social Care becomes involved, children are usually removed from their homes. False 7. Children are resilient, and therefore quick to recover quickly from abuse. False 8. Children under the age of five are more likely to be abused than older children. True 9. More children are abused now than 20 years ago. False 10. Children often lie about abuse. False

7. Framework of core legislation and procedures

8. Working Together to Safeguard Children 2015 All individuals have a duty to work together with other agencies to safeguard and promote the welfare of all children. Sharing information and maintaining inter-disciplinary relationships is essential to effective and safe practice. The requirements are bound by legal statute.

9. Key safeguarding and child protection definitions • Safeguarding • Early Help – Early Intervention • Children in need • Child abuse • Child protection • Children in need of protection • Significant harm

10. Safeguarding Safeguarding and promoting the welfare of children is defined as: protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes (Working Together 2015)

11. Early help…early intervention Early help and intervention promotes resilience in children and families; preventing or reducing the risk of problems occurring or getting worse. Early help and intervention may be provided through: universal services targeted support during the early years targeted support at specific life turning points or transitions statutory services.

12. Children in need Children who are defined as being ‘in need’, under section 17 of the Children Act 1989, are those whose vulnerability is such: that they are unlikely to reach or maintain a satisfactory level of health or development, or their health and development will be significantly impaired, without the provision of services.

13. Child abuse “Child Abuse consists of anything which individuals, institutions or processes do, or fail to do, which directly or indirectly harms children or damages their prospects of safe and healthy development into adulthood.” (National Commission of Enquiry into the Prevention of Child Abuse 1989) “Harm” means ill-treatment or the impairment of health or development including impairment suffered from seeing or hearing the ill-treatment of another.

14. Child Protection The government defines child protection as : “Part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering or likely to suffer significant harm” (Working Together 2015)

15. Children in need of protection Children who are defined as being “in need of protection” are those who have been assessed under section 47 of the Children Act 1989 as suffering or likely to suffer significant harm to development, and require planned statutory intervention to ensure long-term safety.

16. Significant harm The Children Act 1989 introduced the concept of significant harm as the threshold that justifies statutory intervention in family life in the best interests of children. There are no absolute criteria on which to rely when judging what constitutes significant harm. Sometimes, a single traumatic event may constitute significant harm; for example, a violent assault, suffocation or poisoning. More often, significant harm is a compilation of significant events, both acute and long-standing, which interrupt, change or damage the child’s physical and psychological development. Significant harm or likelihood of harm can also be attributable to a lack of adequate parental care or control.

17. Plymouth Assessment Framework Part One: Local Standards for Assessment Part Two: Plymouth Thresholds Protocol including examples Part Three: Further Guidance

18. Multi Agency Thresholds of Need

19. The Grid

20. Incidence of child abuse

21. Recognising child abuse Child development Common conceptual framework

22. Child development A sound knowledge of child development is a fundamental component of child protection practice. Understanding child development provides the basis for establishing children’s safety and well-being. Development (as defined in the Children’s Act 1989) includes a child’s physical, intellectual, emotional, social or behavioural development. Knowledge of child development enables a comparison “with that which could reasonably be expected of a similar child”.

23. The inter-agency concept of a child: always consider the child in their family and social context…

24. …and think about what it looks like for the child.

25. Categories of child abuse and their definitions Neglect Physical Sexual Emotional Abuse

26. Neglect Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Can be episodic or single event Neglect can be an act of commission or omission.

27. Indicators of neglect Untreated medical problems Failure to meet child’s basic needs Parental indicators Child development indicators Constant tiredness Inability to meet child’s emotional needs Neglect Voracious appetite Mental health difficulties Unkempt appearance Alcohol or drug difficulties Failure to thrive Lack of adequate caretakers Family and environments indicators Dry, sparse hair Lack of supervision Domestic abuse Lack of engagement Past history of abuse Poor support network Unkempt home

28. For a child, neglect can mean: lack of adequate nourishment/shelter not receiving medical attention when necessary feeling uncared for inappropriate clothing no boundaries or limits in terms of actions and behaviour.

29. Physical abuse Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. It also includes when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

30. Indicators of physical abuse Unexplained bruising/marks Parent with injuries Parental indicators Child development indicators Marks not consistent with explanation offered Aggressive behaviour Physical abuse Delay in seeking treatment Repeated accidents Wary of adults Refusal to discuss injuries Aggressive / withdrawn Over chastisement of child Family and environments indicators Unsafe home environment Mental health issues Domestic abuse Past history of abuse Alcohol or drug abuse Isolated community

31. For a child, physical abuse can mean: extreme, inappropriate physical chastisement deliberate, malicious injuries restraining a child inappropriately

32. Sexual abuse Forcing a child to take part in sexual activities Includes penetrative and non-penetrative acts Includes non-contact activities and grooming.

33. Indicators of sexual abuse Sudden changes in behaviour History of sexual abuse Parental indicators Child development indicators Excessive interest in the child Inappropriate sexual behaviour Sexual abuse Uncomfortable undressed Inappropriate displays of behaviour Withdrawal / aggression Conviction for sexual offences Urinary tract infections Overly/unnaturally tactile Family and environments indicators Poor attention span Daughter / mother role reversal Mental health issues Past history of abuse Domestic abuse Grooming behaviour Alcohol or drug abuse Isolated community

34. For a child, sexual abuse can mean: exposure to pornographic materials being involved in the sexual activities of adults being touched or talked to in sexually explicit ways – directly or indirectly being spoken to about sex in ways which are inappropriate for the child and which seek to gratify the needs of others.

35. Emotional abuse Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.

36. Emotional abuse activity Indicators of emotional abuse in the child? Parental indicators? Family and environmental indicators? Emotional abuse

37. Indicators of emotional abuse Abnormal or indiscriminate attachment Over-reaction to mistakes Isolation of the child Parental indicators Child development indicators Passivity or aggression Emotional abuse Inappropriate displays of behaviour Low self esteem Inappropriate emotional responses Rejection and unresponsiveness Lack of physical contact Depression Family and environments indicators Lack of stimulating home environment Mental health issues Past history of abuse Domestic abuse Alcohol or drug abuse Isolated community

38. For a child, emotional abuse can mean: persistent ridicule, rejection, humiliation living in an atmosphere of fear and intimidation being allowed no contact with other children inappropriate expectations being imposed low warmth, high criticism being bullied, scapegoated.

39. Abuse in other forms Domestic abuse Online abuse Hidden harm

40. Domestic Abuse “Any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse: psychological; physical; sexual; financial; emotional. Controlling behaviour is: a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour. Coercive behaviour is: an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.”

41. On-line Abuse Cyber-bullying Grooming for child sexual abuse Inappropriate images Sexual exploitation Child trafficking Offending behaviour: illegal gambling; drug sales Identity theft / extortion / slander Importance of managing behaviours in the ‘online’ and the ‘real world’.

42. Hidden Harm Hidden harm is the misuse of drugs, alcohol and other substances which can lower parenting ability and increase child vulnerability. Parental problematic drug and/or alcohol use can and does cause serious harm to children at every age from conception to adulthood. The needs of the child become secondary to the power of, and preoccupation with, the substance.

43. Disclosures “Experience, and consultation with children, shows that they will talk about their concerns and problems to people they feel they can trust and feel comfortable with.” Safeguarding Children in Education & Safer Recruitment 2006, Annex B.9

44. What is a disclosure? A disclosure occurs when a child tells you or lets you know in some other way that he or she has been, or is being, abused. Disclosures can be direct, indirect or third party. Disclosures do not need to be proved or validated in order to be acted upon. All disclosures should be reported no matter where or when they happened. A child is likely to feel scared, guilty, ashamed and confused when disclosing information. At disclosure you must always believe the child and ensure the child recognises you believe them.

45. If a child discloses information to you… DO • Stay calm • Listen and be attentive • Take the child seriously • Ask open-ended questions for clarification • Offer reassurance and tell the child that they have done well • Tell the child what you are going to do next • Record the child’s words • DON’T • Panic or look shocked • Rush the child • Minimise, make assumptions, or offer explanations • Ask leading questions • Make promises you may not be able to keep • Criticise the alleged perpetrator • Try to deal with it yourself.

46. Responding to disclosures • Tell me • Explain • Describe • Who? • What? • Where? • When? • How? George, age four years, is sitting with you looking at a book about families. He says ‘Mine makes me sad’ and looks upset. He holds out his arm and shows you an angry red mark and says ‘Mummy’. What could you say to ‘George?’

47. What to do if you are worried a child is being abused P Recognise P Respond OInvestigate O Resolve All those who come into contact with children and families in their everyday work, including those who do not have a specific role in relation to safeguarding children, have a duty to safeguard and promote the welfare of children.

48. What to do if you are worried a child is being abused Discuss your concerns with the Senior Designated Person for safeguarding in your organisation. If, after this discussion, you still have concerns, and consider the child is or may be suffering significant harm contact Children’s Social Care using the PAF to aid your discussion. If your concerns are about a child who is already known to Children’s Social Care, the allocated social worker should be informed of your concerns.

49. Information sharing Information sharing is essential to effective safeguarding practice. There are 7 ‘Golden Rules’ of information sharing. 1. Data protection is not a barrier to sharing information 2. Be open and honest 3. Seek advice 4. Share with consent where appropriate 5. Consider safety and well-being 6. Necessary, proportionate, relevant, accurate, timely and secure. 7. Keep a record.

50. Recording information Record your concerns Include the child’s name, age, ethnicity and any disability or special educational needs (if known) Include dates, times, what you have observed, what the child has said to you and your reply Give the form or record to your line manager or the appropriate senior member of staff.