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Child Sexual Exploitation
Transcript of Child Sexual Exploitation
the following film is used by West Yorkshire police in a training programme with local schools
We will be having a break after the film
push / pull
that contribute to making a young person vulnerable to CSE
make it difficult to exit
Physical & sexual abuse
Neglect & emotional abuse
Children of parents with high levels of vulnerability (drug/alcohol/mental health)
Family breakdown/ disrupted family
Problematic parenting - deficits
Being liked by someone older
Being liked enough that stranger ask them for their number
Meeting someone who thinks they are special on the internet
Receiving alcohol, drugs, money & gifts
The excitement of doing something risky or forbidden
Bring offered somewhere to stay with no rules
Being taken to a red-light or gay cruising areas
Being given lifts, taken to new places &
having adventures with a casual acquaintance
To raise awareness & increase knowledge of child sexual exploitation.
discuss the legacy of grooming
Five minutes for this task.
Keep yourself emotionally 'safe' during today's session.
The subject matter may be uncomfortable and upsetting.
Please be respectful of this and
to your colleagues
5 minutes to create a list of :
childhood / gender
What are the reasons that a young person would not be able to give consent ?
push / pull factors
Abusive adults will look out for signs of these
in selecting a child to target
The grooming techniques used to gain the child's attention, admiration & affection often taps into insecurities or a desire for acceptance & status -
Are opportunities that offer excitement, independence or a sense of belonging.
These often tempt or trick young people into situations where they are at most risk of being exploited.
Early sharing of information
is key to providing effective help where there are emerging problems.
It is essential to have in place effective child protection services & procedures for sharing information
Safeguarding children is everyone’s responsibility.
All practitioners should assume that in the course of their work with children they will encounter children at risk of SE.
All practitioners working with children & families need to know where to get help
recognising children & young people’s rights to participate in decisions about them in line with their maturity, & focusing on the needs of the child.
Taking Actions and Responding to CSE
DfE (2017) guidance & good practice states that 3 things must be present :
Developed & informed by the involvement of a child’s family & carers wherever safe & appropriate:
an holistic assessment will take account of the wishes & feelings of children & the views of their parents/carers
Children are often reluctant to disclose experiences of exploitation due to misplaced feelings of loyalty & shame.
Many may not recognise what they are experiencing as abuse or that they require support or intervention, believing they are in control or in a healthy consensual relationship
CSE is complex
It must be recognised that the child or YP's view of his or her situation might be very different to that of professionals, parents & carers AND.... different again from society at large
young person's view
child sex offender
Research has revealed other key features of CSE, which in some cases does not involve the exchange of sex for goods. For example, in the context of gangs, sex may be expected as part of an initiation into a gang or it may be used as a form of punishment or a 'weapon' in conflict (Beckett, 2012).
the evidence base
Other studies identified 'vulnerability factors'..........
such as life events & experiences that are thought to increase the likelihood of CSE taking place.
Childhood adversity is one such factor
, with many individuals having a prior history of sexual abuse, poor parenting or unstable home life (drugs, alcohol, DV), a history of residential care, drug/alcohol use and homelessness (Alderson, 2016; Barnardo’s, 2011;
Coy, 2009; Cusick et al., 2003; Jago et al., 2010;
Klatt et al., 2014).