Presentation on theme: "Overview of the CWDC training modules 1"— Presentation transcript:
0CWDC/SSCB induction training programme April 2006CWDC/SSCB induction training programmeWorking Together to Safeguard Children and Young PeopleThis training is based on the work undertaken by Helen Davies of CfBT education trust, on behalf of CWDC
1Overview of the CWDC training modules 1 April 2006Overview of the CWDC training modules 1Understanding the principles and values essential for working with children and young peopleUnderstanding your role as a workerUnderstanding health and safety requirementsKnowing how to communicate effectivelyUnderstanding the development of children and young peopleSafeguarding ChildrenDeveloping yourself
3Learning Principles 3 The child’s welfare is paramount April 2006Learning PrinciplesThe child’s welfare is paramountEveryone’s contribution is of equal valueChallenge views and opinions not the personDo not make assumptions in terms of age, gender, sexuality, culture, disability or religionRespect and value diversityRespect different learning stylesEnsure confidentiality and safetyEncourage full participation
4Activity 1: Introductions 4 April 2006Activity 1: IntroductionsChange seats to sit next to someone you do not know or work withIntroduce yourselves and your role in safeguarding childrenIntroduce your partner to the group
5April 2006AimTo 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
6April 2006Learning OutcomesBy the end of the training participants should be able to:Identify laws and national guidance relating to safeguarding childrenDescribe what children and young people want and need to feel safeIdentify some of the main forms, signs and effects of abuseExplain what multi-agency working means for individuals and their work environmentDescribe what individuals need to do about reporting concerns, including “whistleblowing” in their own work setting.
7Activity 2 : What do children need to be safe? 7 April 2006Activity 2 : What do children need to be safe? 7In groups discuss what children need to be safe and to promote their welfare?List on flip chart paperBe prepared to feed back to whole group
8What children want from professionals 8 April 2006What children want from professionals 8Build up trust -Listen to their wishes & feelingsTo be keptinformedGiven time to make choicesGain consentServices non-stigmatisedComfortable with sharing information
9Every Child Matters Outcomes 9 April 2006Every Child Matters Outcomes 9The 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.¨
10Five Outcomes 10 Be healthy Stay safe Make a positive contribution April 2006Five OutcomesBe healthy Stay safeMake a positive contributionEnjoy and achieveAchieve economic well being
11Who has responsibility for safeguarding and protecting children? 11 April 2006Who has responsibility for safeguarding and protecting children? 11Some 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’.
12Safeguarding promoting welfare and child protection 12 April 2006Safeguarding promoting welfare and child protection 12Protecting children from maltreatmentPreventing impairment of children’s health or developmentEnsuring that children are growing up in circumstances consistent with the provision of safe and effective careUndertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully
13April 2006Child ProtectionIs 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
14Activity 3: Core Safeguarding Documents 14 April 2006Activity 3: Core Safeguarding Documents 14Each group will be given some legislation and guidance cardsWorking together place the cards in a time line placing the earliest first.
15Core Safeguarding Documents 15 April 2006Core Safeguarding DocumentsWorking 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
16Children Act 1989 Education Act 2002 Children Act 2004 Legislation 16 April 2006LegislationChildren Act 1989Education Act 2002Children Act 2004
17What is Abuse and Neglect? 17 April 2006What is Abuse and Neglect?Somebody may abuse or neglect a child byinflicting harm, orfailing 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.
18Categories of Abuse and Neglect 18 April 2006Categories of Abuse and NeglectPhysical AbuseEmotional Abuse (including Domestic Abuse)Sexual AbuseNeglect
19Activity 4: Recognising Abuse 19 April 2006Activity 4: Recognising AbuseIn 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.
20April 2006Signs of abuseThe following non-specific signs may indicate something is wrong:Significant change in behaviourExtreme anger or sadnessAggressive and attention-seeking behaviourSuspicious bruises with unsatisfactory explanationsLack of self-esteemSelf-injuryDepressionAge inappropriate sexual behaviour
21Possible indicators of abuse in parenting 21 April 2006Possible indicators of abuse in parenting 21Domestic AbuseAlcohol MisuseDrug MisuseMental Health IllnessFrequent missed appointments (especially health )Highly mobile familiesLiving in poor conditionsCriminalityPoor or negative family supportUn co-operative with services
22Vulnerability 22 Children may be more vulnerable to being harmed April 2006VulnerabilityChildren may be more vulnerable to being harmedif they are:BabiesDisabledChildren who are picked on as being differentChildren who are already thought of as a problem e.g. children in care or in secure accommodationChildren who are privately fostered
23Additional Indicators for Disabled Children 23 April 2006Additional Indicators for Disabled Children 23Force feedingUnjustified or excessive physical restraintRough handlingExtreme behaviour modification(Deprivation of liquid, medication, food or clothing)Misuse of medication, sedation, tranquillisation.
24Activity 5:Empowering children to report abuse 24 April 2006Activity 5:Empowering children to report abuse 24Consider 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 helpMay not be listened toMay not be believedEmbarrassmentUnable to communicate the abuseAdults not sympatheticAdults might tell someone elseFear of consequencesLack of controlNot knowing who to tellPrevious/current experience of racismUnderstanding or recognising abuseBelieve it is their own fault
26What to do if a child tells 26 April 2006What to do if a child tellsDO:Listen carefullyRecord the conversation in the child’s words and note the timeSign and date the record you makeTake it seriouslyReassure they are right to tellExplain what will happen next
27What to do if a child tells 27 April 2006What to do if a child tellsDON’T:Ask leading questionsMake promises you cannot keepJump to conclusionsSpeculate or accuse anybodyIt is not your responsibility to decide if the allegation is true or not
28Activity 6: Multi Agency Working 28 April 2006Activity 6: Multi Agency WorkingEach group will be given a case studyRead the case studyDiscuss 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.
29Common Assessment Framework (CAF) 29 April 2006Common Assessment Framework (CAF) 29The 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 :HealthEducationEarly yearsThe CAF is not a referral form, although it may be used to support a referral for specialist service
30Common Assessment Framework (CAF) 30 April 2006Common Assessment Framework (CAF) 30A standard national approachAssessment to support early interventionImproved joint working and communicationSupport the sharing of informationRationalise assessmentsBetter referrals
31Why Refer? 31 Children have a right to be safe April 2006Why Refer?Children have a right to be safeAdults have a responsibility to protect childrenAbuse and neglect are damagingAbuse and neglect continue because of the secrecy and silence which surround themYou only have one small piece of the jigsawChildren rarely lie about abuseAn abuser may well abuse many other children who also have a right to protection
32Benefits of multi-agency working 32 April 2006Benefits of multi-agency workingProvides a forum to exchange ideas and experience to identify innovative service solutionsCreates opportunities for future joint workingEnables learning from each other to take placeCreates opportunities for creativity, collaboration and understanding of different organisational strengths and culturesChanges practice within organisationsEnhances organisational capacity and declining resources that in turn benefit the young person.Cements relationships and builds trust amongst all those involvedIncreases efficiency and effectiveness of delivery of serviceImproves knowledge & skills of practitionersExposure to other practitioners allows individuals to expand their knowledge and expertise while providing support, dividing responsibility and cushioning the effect of any failures
33Practical steps to improve multi agency working 34 April 2006Practical steps to improve multi agency workingBe clear about your own roles and responsibilitiesBuild a personalised service directory of local agencies and contactsUnderstand role and responsibilities of other practitioners/servicesMeet staff from other agencies/networkUse jargon free communicationEmbrace new ways of working to improve outcomes for children and young peopleBe aware of information sharing protocolsEngage in regular open and honest communicationBe realistic about what other agencies can doUnderstand your role and responsibilities
34Putting the jigsaw together 33 April 2006Putting the jigsaw togetherIn many cases it is onlywhen information from arange of sources is puttogether that a child canbe seen to be in need or atrisk of harm.
35Features of a safer culture 35 April 2006Features of a safer culture 35Open, no secretsBelief that ‘it could happen here’Clear procedures for reporting concernsSupport in raising concerns and commitment to take actionCode of conductPolicies and procedures put into practiceInduction and probationary periods
36April 2006Whistle blowingWhistle blowing is an important aspect of safeguarding whereby staff and volunteers are encouraged to share genuine concerns about a colleague’s behaviourThe behaviour may not be child abuse but it may be transgressing the code of conduct or pushing boundaries beyond normal limits
37What you need to find out about ‘whistle blowing’ 37 April 2006What you need to find out about ‘whistle blowing’ 37Find 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 othersWhat to do if the response from your own agency or another agency is not satisfactory.
38How to refer 38 Contact Centre: 0300 200 1006. April 2006How to referContact Centre:Professionals :Emergency Duty team:“What to do if you are worried a child is being Abused(2006)”
39April 2006ReferencesBrandon, M Et al (2009) Understanding Serious Case Reviews and their Impact: A Biennial Review of Serious Case Reviews , London DCSF PublicationsDepartment 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 publicationsDepartment 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
40April 2006ReferencesDepartment 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 publicationsLord Laming, (2009), London: The Protection of Children in England: A Progress Report, London: The Stationery Office