1. Introduction to work with children and young people
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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

2. Lord Laming in the Victoria Climbié Inquiry Report, January 2003.
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.

3. 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
Stay Safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being

4. 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

5. 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:

6. 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

7. 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

8. 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

9. Bullying – schools’ duties:
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

10. Bullying – schools’ powers:
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
Children Act 2004:
Section 10 – the five outcomes are:
- Physical and mental health and well-being
- Protection from harm and neglect (specifically includes bullying)
- Education, training and recreation
- Making a positive contribution to society (also includes mention of bullying in terms of promoting positive behaviour)
Social and economic well-being
Guidance on Section 11 defines “safeguarding and promoting the welfare of children” 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.
- Undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully.
Common law duty of care – failure to meet this can result in payment of fines and/or damages
If it is felt that a concern about bullying is not handled appropriately, the school’s complaint process should be followed

11. 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

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

13. Responding to bullying
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
rescue
empower

14. Children who bully
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
These examples come from the DCSF guidance:
Threats and intimidation – e.g. by text, or posting messages on websites
Harassment or stalking – e.g. sending unwanted texts/ s, even if they are not offensive, or monitoring someone’s online activities
Vilification / defamation – e.g. putting upsetting or insulting remarks online about someone or sending them round by text
Ostracising / peer rejection / exclusion – e.g. not letting someone join a friendship group online, or everyone in a group refusing to return messages or texts from one person
Identity theft, unauthorised access and impersonation – e.g. pretending to be someone else and sending s or texts as if they were from them
Publicly posting, sending or forwarding personal or private information or images - e.g. posting horrible things on internet sites, sending round video clips by mobile
Manipulation e.g. putting pressure on someone to do things through online friendships, or using something someone has posted online or said in a text and are embarrassed about to blackmail them into doing things

15. 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

16. 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

17. 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.

18. 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.

19. 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.

20. Safeguarding legislation and national guidance
CAF training for trainers
April 2006
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

21. Health and safety legislation and policy
CAF training for trainers
April 2006
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

22. 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.

23. 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

24. 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

25. 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

26. Conducting a risk assessment
CAF training for trainers
April 2006
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

27. Guidance on safe working practices
CAF training for trainers
April 2006
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

28. Cycles of Development – An Overview
CAF training for trainers
April 2006
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

29. Equality and diversity
Equality is the chance to take part on an equal basis
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.

30. 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

31. 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

32. 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’

33. 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

34. 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

35. 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

36. 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.

37. Anti-discriminatory practice
Fundamental - examination of one’s own values, beliefs, attitudes and expectations, updating, challenging and changing them when necessary
Proactive efforts to give all children and young people equality of opportunity at all times.
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 of language and resources in the work setting which promote equal opportunities
Respect for all people

38. 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

39. CAF training for trainers
April 2006
The behaviour iceberg
Observable aspects of behaviour
Hidden or motivating aspects of behaviour

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

41. Building resilience
Henderson and Milstein (2003)

42. Working to change challenging behaviour
CAF training for trainers
April 2006
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

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