Introduction to work with children and young people By the end of the training you should be able to: Recognise how your role supports children and young.

Slides:



Advertisements
Similar presentations
An Introduction to Child Protection. Outcomes Understand that it is everyones responsibility to protect children Be aware of signs, indicators, definitions.
Advertisements

Developmentally Appropriate Practice
Healthy Schools, Healthy Children?
Introduction to work with children and young people
PSHE education in the Secondary Curriculum An overview of the subject.
Safeguarding Children
Rationale To encourage all students to take a full part in the life of our school, college, workplace or wider community. To provide opportunities to enable.
Assessment and eligibility
Safeguarding Adults in Bath & North East Somerset Awareness Session
Safeguarding Children Induction for Adults Working in Schools Produced by the Child Protection Schools Liaison Team (September 2010)
An introduction to Child Protection and Safeguarding
Anti-Bullying DMM Presented by Jan Sargeant
Understand the concepts of equality, diversity and rights in relation to health and social care It is really important in this learning outcome that you.
Child Protection Training
The Power of Assets 40 Developmental Assets. 40 Developmental Assets Represent everyday wisdom about positive experiences and characteristics for young.
Staff Training.  Be aware of, and use, procedures and policies  Enable staff to be supported in their work  Start to build an understanding of Safeguarding.
What Is Adult Safeguarding?
WHAT IS SAFE GUARDING Tutorials. During this lesson you will learn  What safe guarding means  How you can keep yourself and others safe.  The college.
Understand your role 1 Standard.
Youth Leader Training Trainers Name. To enable participants to deliver the BB mission by equipping them with the skills, knowledge and attitudes to work.
Safeguarding in schools
MASH Understanding Multi-Agency Safeguarding Hubs 1.
The Heart of the Matter: supporting family contact for fostered children.
Thinking Actively in a Social Context T A S C.
The common inspection framework: education, skills and early years.
A summary of feedback from service users and carers: Adult Social Care – what does good look like?
APAPDC National Safe Schools Framework Project. Aim of the project To assist schools with no or limited systemic support to align their policies, programs.
Senior Management Team : Children’s Safeguarding and Child Protection Briefing This briefing will cover: What is safeguarding and child protection Policy.
Safeguarding Tutorial The Manchester College 1. Aim of session: To raise awareness of Safeguarding Objectives: By the end of the session you will be able.
Training and Development Agency for Schools Promoting sexualities, equalities and challenging homophobia Legislation, guidance and support.
Every Child Matters. Every Child Matters Support Services Parents and Carers The Church Community Teachers and Educators Families Health Professionals.
Hertfordshire Anti Bullying Accreditation Programme Hertfordshire Development Centre 17 March 2009 Liz Biggs – Team Leader – Health and Wellbeing Karen.
Velia Hartland Adviser for Vulnerable Pupils & Ethnic Minority Achievement Equalities Training for Schools and Governing Bodies.
Childhood Neglect: Improving Outcomes for Children Presentation P11 Childhood Neglect: Improving Outcomes for Children Presentation Assessing children’s.
Support students at risk of harm
Health & Social Care Diploma & Common Induction Standards
Introductory awareness of equality and inclusion in health and social care (adults and children and young people)
The wellbeing principle Local authorities must promote wellbeing when carrying out any of their care and support functions in respect of a person. The.
Article 1 Everyone under the age of 18 has all the rights in the Convention. Definition of the child.
The Care Act, Safeguarding Adults and Making Safeguarding Personal, or Make Safeguarding Personal; No decision about me without me.
Staying Safe: a consultation on children and young people’s safety.
Safeguarding Adults Care Act 2014.
Overview of the day Housekeeping Timings Respect, comfort, confidentiality, participation Any issues from today’s training 2.
“Whole Family Working: Making it Real for Young Carers” The legal rights of young carers: building on our knowledge in the light of new regulations and.
Promote equality, diversity and inclusion in work with children and young people Unit 8.
Safeguarding Children Induction for Adults Working or Volunteering in Schools Produced by Gloucestershire Safeguarding Development Officers (education)
A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 1.
1 Risk Assessment and Child Protection. 2 INTRODUCTION Introduction to Risk Assessment What is Child Abuse? Introduction to Child Protection Policies.
Our Club: SUPPORTS Kids Is SAFE for Kids Is FUN for Kids.
The Children’s Society Black Country Advocacy Service “The Children’s Society Black Country Advocacy Service is an independent, confidential service in.
The Common Assessment Framework (CAF) & Lead Professional (LP)
London Museum Development Volunteer Training Bank: Child Protection.
Middle Managers Workshop 2: Measuring Progress. An opportunity for middle managers… Two linked workshops exploring what it means to implement the Act.
ST MARY’S RC HIGH SCHOOL Communicating with Pupils A Whole School Approach to Improving Access, Participation and Achievement.
The Horrocks Family. Roy Horrocks What do you know about Roy? What will your Initial Assessment reveal? Which other professional bodies are involved?
Roles and Responsibilities of the IRO. Role and Responsibilities of IRO When consulted about the guidance, children and young people were clear what they.
Child Safe Standards How effective is your leadership team in promoting a child safe culture in your organisation? 2 June 2016.
Child Protection Awareness Raising. Introductions.
ETHICAL ISSUES IN HEALTH AND NURSING PRACTICE CODE OF ETHICS, STANDARDS OF CONDUCT, PERFORMANCE AND ETHICS FOR NURSES AND MIDWIVES.
Learning Outcomes LO3 Understand how to respond to evidence or concerns that a child has been abused or harmed. AC 3.1 Describe signs, symptoms, indicators.
3-MINUTE READ WORKING TOGETHER TO SAFEGUARD CHILDREN.
Equality, diversity and inclusion in work with children and young people Unit 306.
3-MINUTE READ WORKING TOGETHER TO SAFEGUARD CHILDREN.
K-3 Student Reflection and Self-Assessment
Training for Service Users for Participation in Interview Panels
Gem Complete Health Services
New Headteachers Safeguarding Briefing 2018
Safeguarding and Volunteers Training
Integrated Induction training
Presentation transcript:

Introduction to work with children and young people By the end of the training you should be able to: Recognise how your role supports children and young people Understand how your organisation fits into the Every Child Matters framework Know what your legal responsibilities are in relation to keeping children and young people safe Describe the actions you need to take if you have concerns about a child or young person Suggest some ways of including and promoting positive outcomes for the children and young people with whom you work Put your logo here

To make the session go well….  Keep to time Listen to others Be constructive Switch phones off or set them to silent Enjoy Take care of yourself

Introduction to work with children and young people Every Child Matters Put your logo here

Every Child Matters “The support and protection of children cannot be achieved by a single agency. Every service has to play its part. All staff must have placed upon them the clear expectation that their primary responsibility is to the child and his or her family”. Lord Laming in the Victoria Climbié Inquiry Report, January 2003.

Every Child Matters - 5 outcomes The ambition is to improve these outcomes for all children and young people and to narrow the gap between those who do well and those who do not. Be Healthy Achieve economic well-being Enjoy and achieve Make a positive contribution Stay Safe

Integrated Working - Processes and tools Integrated Processes and Tools Lead Professional Children’s Services Directory Information Sharing Contact Point Common Assessment Framework Multi- agency services Improved outcomes: Be Healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Integrated frontline service delivery

Legislation, policies and initiatives Every Child Matters Integrated working The Children Act (2004) A range of others… The Children’s Plan: Building brighter futures 2020 Children and Young People’s Workforce Strategy Youth Matters and Targeted Youth Support 21st Century Schools UN Convention on the Rights of the Child (1989) For more information go to The Every Child Matters website: The Children’s Workforce Development Council website:

Introduction to work with children and young people Safeguarding and protecting children and young people Put your logo here

Safeguarding: a legal definition (Children Acts 1989 and 2004) Safeguarding and promoting the welfare of children means: 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 Undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully

Safeguarding - a continuum Preventative work Proactively seeking to involve the whole community in keeping children safe and promoting their welfare. Child protection Protecting individual children identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect. CAF common assessment framework – for early intervention Initial assessment (social care) Child in need - not at risk of significant harm but intervention is needed Core assessment (social care) where initial assessment suggests there is risk of imminent harm

Bullying.... Do the quiz in teams You are playing for prizes!

Definition of bullying “Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally”. (DCSF 2007) Key issues: Cyber bullying – the use of information and communication to deliberately hurt or upset someone or get them into trouble Prejudice-driven bullying – bullying that is motivated by racism, disablism, sex/gender or homophobia

Duty of care – preventing foreseeable harm Duty to have an anti-bullying policy, stating how you will work to prevent and respond to bullying. This should include reference to cyber bullying, prejudice-driven bullying, bullying outside school and bullying of staff Duty to promote equality and tackle prejudice driven bullying Duty to safeguard and protect children, including from bullying Duty to promote community cohesion Duty to support children in achieving the ECM outcomes Bullying – schools’ duties:

Power to regulate behaviour off school site ‘to such an extent as is reasonable’ Power to search and confiscate mobile phones The option to use these powers must be written into their anti- bullying policy Bullying – schools’ powers: If it is felt that a concern about bullying is not handled appropriately, the school’s complaint process should be followed

Supporting a child being bullied Listen to them and try not to judge any actions they have taken/not taken so far. They have done the best they could. Provide emotional support. Discuss next steps – what do they want to happen? Follow them if you can. Agree when/how to review Contact the police about suspicion of illegal content (cyber bullying) Involve schools/parents/carers/other support/agencies as required

Responding to bullying empower rescue help build resilience and problem solving skills

Responding to bullying empower rescue Examples of possible actions Things that they can do Running away Making a lot of noise Ignoring Fogging Blocking (texts, websites etc) Fighting back Staying with groups Asking friends for support Things that adults can do Direct action – challenging those who are bullying Indirect action – assemblies, group work Give help to identify and access other sources of support

Talk with them about what they have done and help them to think about why they have done it Make it clear that bullying is not acceptable behaviour Try to identify other issues in their lives which may be affecting their behaviour Work with the school to help develop positive behaviours. Talk with the school about other help and support they may need Children who bully

Forms of abuse and effects of abuse Forms of abuse include: Physical abuse Sexual abuse Emotional abuse Neglect Faltering growth Domestic abuse Institutional abuse Bullying and harassment Self-harming Abuse via the internet Sexual exploitation Abuse is likely to have a deep and long lasting impact on: Self-image Self-esteem Health Development Well-being

Signs of abuse activity In your groups, list the signs you might see in a child or young person affected by the issue/s you have been given List your thoughts onto flipchart and be ready to feedback to the whole group

Signs of abuse The following non-specific signs may indicate something is wrong: Sudden withdrawal from others Suspicious bruises Fear of strangers Extreme anger or sadness Aggressive and attention-seeking behaviour Lack of self-esteem Self-injury Depression Age inappropriate sexual behaviour

All workers should Consider safety and well-being issues in all aspects of their work Know who to speak to if they have any concerns or questions about a child’s or young person’s safety or well-being Be willing to work with others, where necessary, to make sure children and young people are safe and their well-being is promoted. Where appropriate, this will involve sharing information. Remember that an allegation of child abuse or neglect may lead to a criminal investigation, don’t do anything that might put a police investigation at risk (e.g. asking a child leading questions or attempting to investigate the allegations of abuse) Record in writing all concerns, discussions about the child, decisions made, and the reasons for those decisions.

If you have concerns about a child.. Discuss concerns with your manager or designated member of staff. Make a record of this and any decision made In most cases, try to talk with the child or young person, as appropriate to their age and understanding, and with their parents, and seek their agreement to making a referral, unless such a discussion would place the child at an increased risk of significant harm. If appropriate, make a referral using agreed local procedures.

If a child or young person discloses abuse: React calmly Reassure them that they were right to tell and that they are not to blame - take what they say seriously Check your understanding but keep questions to a minimum. Don’t try to investigate or ask about explicit details Reassure them but do not promise confidentiality Tell them what you will do next Make a full and written record of what has been said/heard as soon as possible and don’t delay in passing on the information to the named person and/or your line manager.

Safeguarding legislation and national guidance Children Act 2004 and 1989 Children Act 1989 Education Act 2002 Working together to safeguard children (2006) What to do if you’re worried a child is being abused (2006) Safeguarding children in education (2004) The children’s plan (2007) The staying safe action plan (2007) For more information go to: The Every Child Matters website The Children’s Workforce Development Council website

Introduction to work with children and young people Health and Safety Put your logo here

Health and safety legislation and policy Legislation: Health and Safety at Work Act 1974 The Management of Health and Safety at work regulations 1999 Policy: The Health and Safety Executive (HSE) enforces health and safety legislation. Work environment’s individual health and safety policies

Both employers and employees have responsibilities regarding health and safety Employers must: Have regard for all relevant legislation and policy Have a health and safety policy relevant to their setting Undertake and act upon risk assessments Support their staff in understanding and implementing legislation and policy Employees must:  Take reasonable care of their own and others’ health and safety  Co-operate with their employers  Carry out activities in line with training and instructions  Inform the employer of any serious risks.

Guidance on premises, policies and procedures General guidance on premises: Organised in a way that meets the needs of children Adequate space Access suitable for those with disabilities Insured Clean Adequately ventilated At a suitable temperature Well lit, preferable with daylight Practitioners need to be able to: Identify security measures Promote fire safety Work safely when visiting other places

Personal safety and security: key issues Practitioners should think about and work with their managers to: Identify risks to their personal safety Assess the risks involved in situations involving conflict or challenge Identify ways of working that minimise dangers Identify what action need to be taken to stay safe

Risk assessments Need to be carried out in relation to places and activities (and sometimes people) Dynamic risk assessment – carried out at the time e.g. during an activity Complete if there is genuine risk Keep it ‘fit for purpose’ Act on it

Conducting a risk assessment Identify the hazards Decide who might be harmed and how Record your findings and implement them Review your assessment and revise it if necessary Evaluate the risks and decide on precautions

Guidance on safe working practices Documents giving guidance on safe practices when working with children and young people include: Guidance for Safe Working Practice for the Protection of Children and Staff in Education settings (2005) Positively Safe - A guide to developing safe practices (2005) published by the NCVCCO

In your groups, list the particular health and safety issues you think we need to consider in our work with the following age groups: 5 – – – 19

Cycles of Development – An Overview Developmental Stage Examples of key tasks Being (0-6mths) To call for care To learn to trust caring adults Doing (6mths-18mths) To use all senses to explore To get help in times of distress Thinking (18mths-3yrs) To push against boundaries and other people To express anger and other feelings Identity & Power (3-6yrs) To acquire info about the world, self, body and gender role To learn extent of personal power Skills & Structure (6-12yrs) To practice thinking and doing To develop the capacity to cooperate Integration (Adolescence) To emerge as a separate independent person with own identity and values To be competent and responsible for own needs, feelings and behaviours

Introduction to work with children and young people Equality and diversity Put your logo here

Equality and diversity Equality does not mean everyone has to be treated the same All practitioners have a part to play in supporting people to live in the way they value and choose, to be themselves and to be different if they wish Diversity is about the differences in values, attitudes, cultural perspective, beliefs, skills, knowledge and life experience of each individual in any group of people. Equality is the chance to take part on an equal basis

Relevant legislation The Disability Discrimination Act 2005 The Special Educational Needs and Disability Act 2001 The Race Relations (Amendment) Act 2000 Convention on the Rights of the Child (UN, 1989) The Human Rights Act 1998 The Sex Discrimination Act 1975 (as amended) The Equality Act (2006) Employment Equality (Sexual Orientation) Regulations 2003

We have made progress but.... Women still earn, on average, 22.6% less per hour than men Less academically able, but better off children, overtake more able, poorer children at school by the age of six Disabled people are still more than twice as likely to be out of work than non-disabled people If you are from an ethnic minority, you are 13% less likely to find work than a white person One in five older people are unsuccessful in getting quotes for motor insurance, travel insurance and car hire 6 out of 10 lesbian and gay young people experience homophobic bullying at school and many contemplate suicide

Single Equalities Bill: Race Gender Disability Sexual orientation Age Religion and belief What you need to know Duty to promote equality Direct and indirect discrimination are illegal Includes ‘by association or perception’

Models of disability 1: the medical model The person is in a tragic situation Disability is part of the individual - belonging to her/him The disabled person's decision-making functions are inevitably impaired Successful rehabilitation is the number of tasks that can be done without help, rather than the number of tasks which can be organised and directed with help Disability centred

Models of disability 2: the social model Disability is not part of the individual - it is a result of society's structures and organisation The disabled person can make her/his decisions, or can be supported in her/his own decision-making process Independence is seen as the ability to organise and direct support to accomplish tasks Society can change to be more accommodating Person centred

Person-centred practice Person-centred practice:  Is holistic  Focuses on their priorities, desires, needs, wishes, rights, choices and decisions  Focuses on strengths and capabilities and using these to meet needs  Is empowering and competency-enhancing  Gives choice and the right to make decisions  Involves a partnership approach to working, including:  active participation  power sharing  agreeing aims  mutual trust  respect  Requires clear, open, honest, communication,  Is respectful and sensitive to family, cultural, ethnic and socio-economic diversity

Disability.... In your groups, discuss the statements you have been given and decide whether you agree or disagree with them. Place them on the paper in the appropriate place, 0 being disagree, 5 being agree.

Prejudice and discrimination Prejudice - unfavourable opinion or feeling formed beforehand without knowledge, thought or reason. It involves feelings or attitudes (positive or negative) towards individuals or groups based on prior assumptions. ……leads to Discrimination - - treating a person less favourably than others in the same or similar circumstances.

Anti-discriminatory practice Fundamental Fundamental - examination of one’s own values, beliefs, attitudes and expectations, updating, challenging and changing them when necessary Proactive Proactive efforts to give all children and young people equality of opportunity at all times. Knowledge Knowledge of:- – equal opportunities legislation, responsibilities under that legislation and putting them into practice – organisation’s equal opportunities policy and codes of practice and practitioner responsibilities Use Use of language and resources in the work setting which promote equal opportunities Respectall Respect for all people

Inclusion Focus upon ensuring that everyone has opportunity to be engaged and involved in mainstream community life – whether it be education, employment or community involvement Putting values concerned with equity, participation, respect for diversity, community, rights, compassion, and sustainability into action. Valuing all equally and enabling participation

Introduction to work with children and young people Understanding behaviour Put your logo here

The behaviour iceberg Observable aspects of behaviour Hidden or motivating aspects of behaviour

Building resilience Grotberg (1995) I have  Trusting relationships  Structure and rules at home  Role models  Encouragement to be autonomous  Access to health, education, welfare, and security services. I can  Communicate  Problem solve  Manage my feelings and impulses  Gauge the temperament of myself and others  Seek trusting relationships I am  Lovable and my temperament is appealing  Loving, empathic, and altruistic  Proud of myself  Autonomous and responsible

Building resilience Henderson and Milstein (2003)

Working to change challenging behaviour There are no simple solutions - Effectiveness depends on: An effective, open and honest working relationship Selecting the most appropriate approach The time available for the work The confidence, ability and training of the practitioner

Strategies Storyboarding Miracle question Exploring consequences Cost/benefit analysis Self monitoring Modelling Celebrating success

Putting it into practice... In your groups, discuss the scenario you have been given. Thinking about what you have learned today, answer the following questions: What would you do immediately? What would you do in the longer term? Who else might need to be involved? Write your thoughts onto flipchart and be ready to feedback to the group