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Overview of the CWDC training modules 1

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0 CWDC/SSCB induction training programme
April 2006 CWDC/SSCB induction training programme Working Together to Safeguard Children and Young People This training is based on the work undertaken by Helen Davies of CfBT education trust, on behalf of CWDC

1 Overview of the CWDC training modules 1
April 2006 Overview of the CWDC training modules 1 Understanding the principles and values essential for working with children and young people Understanding your role as a worker Understanding health and safety requirements Knowing how to communicate effectively Understanding the development of children and young people Safeguarding Children Developing yourself

2 April 2006 Housekeeping Venue

3 Learning Principles 3 The child’s welfare is paramount
April 2006 Learning Principles The child’s welfare is paramount Everyone’s contribution is of equal value Challenge views and opinions not the person Do not make assumptions in terms of age, gender, sexuality, culture, disability or religion Respect and value diversity Respect different learning styles Ensure confidentiality and safety Encourage full participation

4 Activity 1: Introductions 4
April 2006 Activity 1: Introductions Change seats to sit next to someone you do not know or work with Introduce yourselves and your role in safeguarding children Introduce your partner to the group

5 April 2006 Aim To provide participants with the opportunity to develop awareness of what to do if they have concerns about the safety and welfare of children and young people

6 April 2006 Learning Outcomes By the end of the training participants should be able to: Identify laws and national guidance relating to safeguarding children Describe what children and young people want and need to feel safe Identify some of the main forms, signs and effects of abuse Explain what multi-agency working means for individuals and their work environment Describe what individuals need to do about reporting concerns, including “whistleblowing” in their own work setting.

7 Activity 2 : What do children need to be safe? 7
April 2006 Activity 2 : What do children need to be safe? 7 In groups discuss what children need to be safe and to promote their welfare? List on flip chart paper Be prepared to feed back to whole group

8 What children want from professionals 8
April 2006 What children want from professionals 8 Build up trust - Listen to their wishes & feelings To be kept informed Given time to make choices Gain consent Services non-stigmatised Comfortable with sharing information

9 Every Child Matters Outcomes 9
April 2006 Every Child Matters Outcomes 9 The Every Child Matters agenda focuses on ensuring that all children and young people have the opportunity to achieve the five outcomes that are key to their well being in childhood and later life. ¨    

10 Five Outcomes 10 Be healthy Stay safe Make a positive contribution
April 2006 Five Outcomes Be healthy    Stay safe Make a positive contribution Enjoy and achieve Achieve economic well being

11 Who has responsibility for safeguarding and protecting children? 11
April 2006 Who has responsibility for safeguarding and protecting children? 11 Some people have specific responsibilities, but everyone who works with children and young people has a part to play in helping to keep children and young people safe. All practitioners have a role to play in supporting children to achieve the 5 every child matters outcomes – which includes ‘stay safe’.

12 Safeguarding promoting welfare and child protection 12
April 2006 Safeguarding promoting welfare and child protection 12 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 Undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully

13 April 2006 Child Protection Is 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

14 Activity 3: Core Safeguarding Documents 14
April 2006 Activity 3: Core Safeguarding Documents 14 Each group will be given some legislation and guidance cards Working together place the cards in a time line placing the earliest first.

15 Core Safeguarding Documents 15
April 2006 Core Safeguarding Documents Working Together to Safeguard Children: A guide to interagency working to safeguard and promote the welfare of children (2010) Children and Young People’s Plan: Building Brighter Futures (2008) What to do if you’re worried a child is being abused (2006) The National Service Framework for Children and Young People and Maternity Services (2004) Common Assessment Framework (2006) Safeguarding Children and Safer Recruitment in Education (2006) These core documents relate to the Every Child Matters agenda

16 Children Act 1989 Education Act 2002 Children Act 2004 Legislation 16
April 2006 Legislation Children Act 1989 Education Act 2002 Children Act 2004

17 What is Abuse and Neglect? 17
April 2006 What is Abuse and Neglect? Somebody may abuse or neglect a child by inflicting harm, or failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting; by those known to them or, more rarely, by a stranger for example via the internet. They may be abused by an adult /adults or another child or children.

18 Categories of Abuse and Neglect 18
April 2006 Categories of Abuse and Neglect Physical Abuse Emotional Abuse (including Domestic Abuse) Sexual Abuse Neglect

19 Activity 4: Recognising Abuse 19
April 2006 Activity 4: Recognising Abuse In groups list the signs and behaviours in a child or young person that may indicate they are experiencing abuse or neglect. In addition consider any signs or behaviours that parents/carers may display that would indicate a child or young person may be experiencing abuse or neglect. Each group will be given a different category of abuse or neglect.

20 April 2006 Signs of abuse The following non-specific signs may indicate something is wrong: Significant change in behaviour Extreme anger or sadness Aggressive and attention-seeking behaviour Suspicious bruises with unsatisfactory explanations Lack of self-esteem Self-injury Depression Age inappropriate sexual behaviour

21 Possible indicators of abuse in parenting 21
April 2006 Possible indicators of abuse in parenting 21 Domestic Abuse Alcohol Misuse Drug Misuse Mental Health Illness Frequent missed appointments (especially health ) Highly mobile families Living in poor conditions Criminality Poor or negative family support Un co-operative with services

22 Vulnerability 22 Children may be more vulnerable to being harmed
April 2006 Vulnerability Children may be more vulnerable to being harmed if they are: Babies Disabled Children who are picked on as being different Children who are already thought of as a problem e.g. children in care or in secure accommodation Children who are privately fostered

23 Additional Indicators for Disabled Children 23
April 2006 Additional Indicators for Disabled Children 23 Force feeding Unjustified or excessive physical restraint Rough handling Extreme behaviour modification (Deprivation of liquid, medication, food or clothing) Misuse of medication, sedation, tranquillisation.

24 Activity 5:Empowering children to report abuse 24
April 2006 Activity 5:Empowering children to report abuse 24 Consider the statements made by young people as to why they do not report concerns. Consider what is happening within your agencies to encourage and enable children and young people (or their parents for those who do not work directly with children) to talk about their concerns. Identify positive practical suggestions for how this could be improved. Be prepared to feed back to the whole group.

25 : Factors that stop children reporting abuse and accessing help
April 2006 : Factors that stop children reporting abuse and accessing help May not be listened to May not be believed Embarrassment Unable to communicate the abuse Adults not sympathetic Adults might tell someone else Fear of consequences Lack of control Not knowing who to tell Previous/current experience of racism Understanding or recognising abuse Believe it is their own fault

26 What to do if a child tells 26
April 2006 What to do if a child tells DO: Listen carefully Record the conversation in the child’s words and note the time Sign and date the record you make Take it seriously Reassure they are right to tell Explain what will happen next

27 What to do if a child tells 27
April 2006 What to do if a child tells DON’T: Ask leading questions Make promises you cannot keep Jump to conclusions Speculate or accuse anybody It is not your responsibility to decide if the allegation is true or not

28 Activity 6: Multi Agency Working 28
April 2006 Activity 6: Multi Agency Working Each group will be given a case study Read the case study Discuss and list on one side of the flip paper your ‘concerns’ and on the other “who needs to be involved”. Make notes for feedback to the whole group.

29 Common Assessment Framework (CAF) 29
April 2006 Common Assessment Framework (CAF) 29 The CAF is a key part of delivering front line services that are integrated and focused around the needs of children and young people. It is a holistic consent based needs assessment framework that records in a single place and in a structured and consistent way, every aspect of child’s life,family and environment. Lead agencies include : Health Education Early years The CAF is not a referral form, although it may be used to support a referral for specialist service

30 Common Assessment Framework (CAF) 30
April 2006 Common Assessment Framework (CAF) 30 A standard national approach Assessment to support early intervention Improved joint working and communication Support the sharing of information Rationalise assessments Better referrals

31 Why Refer? 31 Children have a right to be safe
April 2006 Why Refer? Children have a right to be safe Adults have a responsibility to protect children Abuse and neglect are damaging Abuse and neglect continue because of the secrecy and silence which surround them You only have one small piece of the jigsaw Children rarely lie about abuse An abuser may well abuse many other children who also have a right to protection

32 Benefits of multi-agency working 32
April 2006 Benefits of multi-agency working Provides a forum to exchange ideas and experience to identify innovative service solutions Creates opportunities for future joint working Enables learning from each other to take place Creates opportunities for creativity, collaboration and understanding of different organisational strengths and cultures Changes practice within organisations Enhances organisational capacity and declining resources that in turn benefit the young person. Cements relationships and builds trust amongst all those involved Increases efficiency and effectiveness of delivery of service Improves knowledge & skills of practitioners Exposure to other practitioners allows individuals to expand their knowledge and expertise while providing support, dividing responsibility and cushioning the effect of any failures

33 Practical steps to improve multi agency working 34
April 2006 Practical steps to improve multi agency working Be clear about your own roles and responsibilities Build a personalised service directory of local agencies and contacts Understand role and responsibilities of other practitioners/services Meet staff from other agencies/network Use jargon free communication Embrace new ways of working to improve outcomes for children and young people Be aware of information sharing protocols Engage in regular open and honest communication Be realistic about what other agencies can do Understand your role and responsibilities

34 Putting the jigsaw together 33
April 2006 Putting the jigsaw together In many cases it is only when information from a range of sources is put together that a child can be seen to be in need or at risk of harm.

35 Features of a safer culture 35
April 2006 Features of a safer culture 35 Open, no secrets Belief that ‘it could happen here’ Clear procedures for reporting concerns Support in raising concerns and commitment to take action Code of conduct Policies and procedures put into practice Induction and probationary periods

36 April 2006 Whistle blowing Whistle blowing is an important aspect of safeguarding whereby staff and volunteers are encouraged to share genuine concerns about a colleague’s behaviour The behaviour may not be child abuse but it may be transgressing the code of conduct or pushing boundaries beyond normal limits

37 What you need to find out about ‘whistle blowing’ 37
April 2006 What you need to find out about ‘whistle blowing’ 37 Find out the following for your own work setting: When and how to refer a concern about a child, including when there is concern about significant harm. Who to consult about a child protection concern. If not satisfied – you need to be clear about: Your own duty to report the unsafe practice of others What to do if the response from your own agency or another agency is not satisfactory.

38 How to refer 38 Contact Centre: 0300 200 1006.
April 2006 How to refer Contact Centre: Professionals : Emergency Duty team: “What to do if you are worried a child is being Abused(2006)”

39 April 2006 References Brandon, M Et al (2009) Understanding Serious Case Reviews and their Impact: A Biennial Review of Serious Case Reviews , London DCSF Publications Department for Children, Schools and Families (2009) Children Trusts: Statutory guidance on co-operation arrangements in the Children;’ Trust Board and the Children and Young People Plan: consultation draft, London: DCSF publications Department for Children, Schools and Families (2008) The 2020 Children and Young People Workforce Strategy, London: DCSF publications  Department for Children, Schools and Families (2008) The Children’s Plan. Building Brighter Futures: The Next Steps for the Children’s Workforce, London: DCSF publications

40 April 2006 References Department for Education and Skills (2004) Every Child Matters: Change for Children, London: DfES publications  Her Majesty’s Government (2010) Working Together to Safeguard Children: A guide to interagency working to safeguard and promote the welfare of children, London: DCSF publications  Her Majesty’s Government (2010A) The Government’s response to Lord Laming: One Year On, London: DCSF publications Lord Laming, (2009), London: The Protection of Children in England: A Progress Report, London: The Stationery Office


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