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Safeguarding

Lecture 1

Angeliki Nikolaidi

anikolaidi@warwickshire.ac.uk

Week 1

Guidelines for supporting children within early year's settings and relevant legislation

EYFS

Module Guide

Task 1 written essay submission

  • 21/1/2019
  • 18/12/2017
  • 28/1/2019

Task 2 Seminar -attendance

  • 28/1/2019

Submission of accompanying notes

Learning Aims

Learning Outcomes:

  • Understand t...

Learning Outcomes:

  • Understand the role of the early years professionals in safeguarding and promoting the welfare of children

  • Understand types and indicators of child abuse

  • Who get abused?

Early Years Foundation Stage :

Safeguarding in Early Years

  • provide a safe environment
  • pay attention to children's well-being
  • keep children safe and secure
  • promote good health
  • help them to understand and manage risk and danger
  • take action (if you have concerns)

Common Features of

safeguarding

Common Features of

safeguarding

In groups

  • Define Child Protection
  • Define Safeguarding

In groups

Where does child protection sit?

Where does child protection sit?

Child Protection

. SAFEGUARDING

Safeguarding

Safeguarding is a relatively new term which is broader than ‘child protection’ as it also includes prevention

Safeguarding children and young people covers:

  • protecting them from maltreatment
  • preventing impairment of health or development
  • ensuring they are safe and cared for ​in school or FE college (or other setting)
  • enabling them to have best life chances and enter adulthood successfully

Principles of Safeguarding:

  • Child centred
  • Rooted in child development
  • Focused on outcomes for children
  • Holistic in approach
  • Ensuring equality of opportunity
  • Involving of children and families
  • Building on strengths as well as identifying difficulties
  • Multi/Inter-agency in approach
  • A continuing process not an event
  • Providing and reviewing services
  • Informed by evidence

Child Protection

Child Protection

Part of safeguarding and promoting welfare

  • Activity undertaken to protect specific children suffering, or at risk of suffering, significant harm
  • Local Authorities have a legal duty (Children Act 1989) to investigate
  • We have a responsibility to work in partnership to safeguard and protect children and vulnerable adults.

In your group :

Discuss and record on a flip chart, three

  • policies
  • procedures or
  • practices

that your organisation/setting has in place to help ensure the safeguarding of your learners

Teachers' Responsibilities

Provide a safe environment in which children can learn a...

What are your roles and responsibilities?

Teachers:

  • Provide a safe environment in which children can learn and develop
  • Identify children who may be in need of extra help or who are suffering
  • Be aware of the signs of abuse and neglect in order to be able to identify children who suffer
  • Be alert to changes in children's behaviour
  • Be aware of systems and policies within their schools (staff induction)
  • Be aware that may be asked to support social workers to take decisions

Child

Abuse

What is child abuse?

Child abuse

Child abuse

  • When a child is suffering, or is likely to suffer, significant harm, as a result of someone inflicting harm or failing to act to prevent harm

  • May happen in the child’s family, or in a community or institutional setting

  • A ‘child’ is anyone under the age of 18.

Child abuse ...

  • Child abuse is a major public health problem all over the world.

  • According to Selwyn et al. child abuse is defined as “the non-accidental physical injury, minimal or fatal, inflicted upon children by persons caring for them.”

  • Types of abuse: physical, sexual and emotional abuse and neglect.

  • Neglect can be as damaging to a child as physical abuse.

Real Stories

1st story ...

2nd Story ...

3rd Story...

4th Story ...

5th Story ...

6th Story ...

Research shows:

Research shows:

  • In 2003, National Children's Homes (NCH) published the number of children who recorded on the child protection register :

4,200 children under year 1

7,600 children between 1-4 years

7,600 children between 5-9 years

7,000 children between 10-15 years

  • In 2002, the most commonly recorded risk category was neglect (39%) and the emotional abuse (17%) (DoH, 2003)
  • In 2016, the most common primary need for children was neglect (50.6%) and emotional abuse (35.3%) (DoE, 2016)

  • Over 2,800 children were identified as needing protection from sexual abuse in 2016/17

Characteristics of children in need: 2017 to 2018 England

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/762527/Characteristics_of_children_in_need_2017-18.pdf

Research shows:

  • SEVEN children DIE every day as a result of child abuse and neglect

  • 'It is estimated that up to one million children may have been exposed to domestic violence in the UK, with significant consequences for their social and emotional development in childhood and later life

  • 83% of abuse is commited by a child's biological parents

Child abuse statistics...

Who gets abused ?

Cycle of Child Abuse:

  • Many parents who abuse their children were themselves victims of child abuse

  • Children with disabilities are at increased risk from abuse (DoH, 1999)

1. Parents

1. Parents

  • who themeselves have been abused
  • who have experienced poor parenting themselves
  • very young parents, who may be unaware of the child's needs
  • who have unrealistic expectations of their child's behaviour
  • who experienced poverty, poor housing and social isolation
  • who have low self-esteem
  • with history of alcohol or drug abuse
  • With mental health issues
  • where the child was an unwanted pregnancy

2. Children

2. Children

  • A child with disability: Physical care could become frustrated -parents taking it out on the child

  • An eldest child: Will be given more responsibilities - being held accountable for problems (Emotioanly and physically abuse)

  • Looked-after children (by the state)

  • A loner: Child without friends - easiest target for paedophiles

  • A child who cries a lot or is difficult to feed: Parents who are tired and stressed can find it harder to control their emotions

3. Children with disabilities

3. Children with disabilities

  • They receive less information on abuse and their rights
  • They are more dependent on physical care from different people
  • They less likely to tell what happened, due to communication barriers
  • They may be more likely to have low self-esteem and feel less in control
  • They may find it difficult to distinguish between good and bad touches.

Types of abuse

Types of Abuse

Pair Activity

Group Activity

Create a power point :

1. The types of abuse (and definitions)

2. The signs

3. Who gets abused?

4. How can we prevent abuse?

Don't forget to use

references

Physical Abuse

Physical Abuse

  • Different types of Physical abuse:
  • Physical abuse happens when a child is physically hurt or injured
  • Different types of Physical abuse:

hitting

pinching

shaking

throwing

poisoning

burning or scaling

drowing

suffocating

shaking a child

(Working Together to Safeguard Children, 1999)

  • Deliberately causes ill health to a child from whom they are looking after (Munchausen syndrome by proxy)
  • Children may be more at risk when parents have problems with :
  • drugs
  • alcohol
  • mental health
  • Babies and disabled children

higher risk of suffering physical abuse

  • Physical abuse causes

serious and long-lasting harm (brain injuries)

severe cases (death)

Sings of physical abuse

Sings of physical abuse

Physical Indicators:

  • Unexplained multiple bruises in unusual places
  • Frequent bruises at different stages of healing
  • Bruises in the shape of objects, e.g belts, rope
  • Internal injuries which can cause pain, fever, vomiting
  • Any bruising on a young baby who is not yet mobile
  • Unexplained/untreated burns and scalds
  • Unexplained/untreated fractures
  • Cigarette burns
  • Bite marks
  • Fingertip bruises

Behavioural Indicators:

  • Unlikely explanations for injuries
  • Aggressive
  • Reluctant to change clothing for swimming or PE
  • Playing inappropriately with or without toys
  • Poor social skills
  • Low self-esteem
  • Unusually fearful

Activity :

Activity :

  • On a skin map, enter the common sites for accidental injury

  • On the same skin map, enter sites for non-accidental injury and identify the types of injuries

Accidental and non accidental injuries

https://www.ndna.org.uk/NDNA/Training/Quizzes/non_accidental_bruising_Quiz.aspx

Sexual abuse

Sexual Abuse

Sexual Abuse

Sexual abuse

  • A child is sexually abused when they are forced or persuaded to take part in sexually activity

  • This is where a child is made to take part in sexual activities, whether or not they know what’s happening and whether or not there is a threat of violence

  • Sexual abuse is not solely perpetrated by adult males.

  • Women can commit acts of sexual abuse, as can other children.

Physical contact

Contact abuse involves touching activities where an abuser makes physical contact with a child, including penetration

It includes:

  • sexual touching of any part of the body (with or without clothes)
  • rape or penetartion by putting an object or body part inside a child's mouth, vagina or anus
  • forcing of encouraging a child to take part in sexual activity
  • making a child take their clothes off, touch someone else's genitals or masturbate.

Non-contact abuse involves non-touching activities, such as

  • grooming
  • exploitation
  • persuading children to perform sexual acts (internet)

It includes:

  • encouraging a child to watch or hear sexual acts
  • meeting a child following sexual grooming with the internet of abusing them
  • showing pornography to a child
  • sexually exploiting a child for money or power
  • allowing someone else to make, view or distribute child abuse images
  • online abuse including making, viewing or distributing child abuse images

Grooming...

  • Groomers they will spend a long time gaining a child's trust
  • Groomers may try to gain the trust of the family to allow them to be left alone with a child by:
  • pretending to be someone they are not
  • offering advice or understanding
  • buying gifts
  • giving the child attention
  • taking them on trips, outings or holidays
  • using their professional position or reputation

Grooming Patterns

Abusers who groom are often:

Online Grooming

Group Activity

  • Identify the physical and behavioural signs of sexual abuse

  • Who might be the victims of sexual abuse?

  • Who might be the perpetrator?

Signs of sexual abuse

Physical Indicators of sexual abuse

Physical Indicators of sexual abuse

  • Pain, itching or discomfort in the genital area
  • Difficulty when having a bowel movement
  • Eating disorders (bulimia or anorexia nervosa)
  • Torn, stained or bloody underwear
  • Bruising/bites to breasts, lower abdomen, thighs, genital, or anal areas
  • Sexually transmitted diseases or pregrancy

Behavioural Indicators

  • Nightmares, night terrors and sleep disturbances
  • Dramatic behavioural changes, causing disruption of child care activities
  • Aggressive or Overly co-operative
  • Destructive or anti-social behaviour
  • Apparent sadness almost all the time
  • Poor relationships with other children
  • Lack of self-confidence
  • Frequent lying without apparent reason
  • May fear going home or being left alone
  • Fear of adults or specific adults
  • Self- destructive behaviour (e.g. pulling out hair, biting oneself, wrist-cutting)

Who get sexually abused?

Who get abused

Who gets sexually abused?

  • Isolation

  • Gender

  • Age

  • Online
  • At higher risk are kids with
  • a disability
  • a history of previous sexual abuse
  • experienced other forms of abuse
  • a disrupted home life

target children who are neglected by their parents, or children without family or friends

Girls are being abused by a family member

Boys are being abused by a stranger

  • Isolation

  • Gender

  • Age

  • Online

Girls aged between 15 and 17 years are at higher risk

Social media, chats rooms and web forums

Preventing child sexual abuse

Emotional Abuse

Emotional abuse

Emotional abuse

  • Is an ongoing emotional maltreatment or emotional neglect of a child

  • Emotional or psychological abuse can seriously damage a child's :

emotional health emotional development

  • Is the most difficult and under-estimated form of abuse to detect because there are no physical indicators.

Group Activity

  • Identify who might be emotionally abusing a child

  • Identify what the abuser may be doing

  • Identify what an emotionally abused child might look and behave like

Types of emotional abuse

  • Humiliating or constantly criticizing a child
  • Threats, shouting at a child or calling them names
  • Making the child the subject of jokes
  • Using sarcasm to hurt a child
  • Blaming
  • Manipulating a child
  • Being absent, not giving love and attention
  • Exposing a child to distress events or interactions such as domestic abuse or drug taking
  • Never saying anything kind
  • Never expressing positive feelings
  • Never congratulating a child on successes

Characteristics

of a emotionally abused child

Characteristics

of a emotional...

  • Attention seeking
  • Withdrawn a...
  • Attention seeking
  • Withdrawn and isolated
  • Stealing or telling lies
  • Inability to have fun
  • Low self-esteem
  • Speech disorders
  • Inability to play
  • Poor concentration
  • Developmental delay
  • Fearful of parents/carers- reluctant to go home
  • Physical symptoms of emotional abuse or neglect are not obvious
  • Changes in emotions are a normal part of growing up, so it can be really difficult to tell if a child is being emotionally abused

Characteristics of babies and pre-school children :

  • be overly-affectionate towards strangers or people they haven't known for very long
  • lack confidence or become anxious
  • not appear to have a close relationship with their parents (e.g when being taken from nursery)
  • be nasty towards other children and animals
  • be aggressive
  • struggle to control strong emotions
  • seem isolated from their parents
  • lack of social skills
  • have few, if any, friends

Signs of emotional abuse in children

Who is affected?

  • Children are more at risk when their families a...
  • Children are more at risk when their families are under pressure or additional stress like:
  • mental health problems
  • domestic abuse
  • drug or alcohol addiction
  • relationship problems
  • family arguments
  • financial problems or unemployment
  • immigration
  • language problems (communication

difficulties or non speaking english)

Neglect

Neglect

Neglect :

Neglect :

  • Is the ongoing failure to meet a child's basic physical and/or psychological needs

Types of Neglect:

  • Physical Neglect
  • Educational Neglect
  • Emotional Neglect
  • Medical Neglect

Neglect ...

  • Children who are neglected also suffer form other types of abuse
  • Neglect is not always straightforward to identify

Group Activity

Group Activity

  • What constitutes neglect?

  • Identify the physical and behavioural signs and symptoms of neglect

Physical Indicators of Neglect

  • Poor hygiene

  • Clothing is inadequate, dirty, torn or inappropriate for weather conditions

  • Leave in dangerous conditions (around drugs, alcohol or violence

  • Untreated medical problems

  • Persistent tiredness

Behavioural Indicators of Neglect

  • Lack of interest, difficult to stimulate
  • Persistently late to school or frequently missing school
  • Withdrawn
  • Low self-esteem
  • Aggressive
  • Self-harm

Summary

Summary

Summary

Summary:

  • All children have the right to be kept safe from abuse or neglect

Summary

  • Abuse can seriously affects children's health and development
  • Early Years Professionals are in a unique position to observe signs of abuse and neglect, or changes in bahaviour which may indicate a child may be being abused or neglected
  • Types of abuse:
  • Physical
  • Emotional
  • Sexual
  • Neglect

Questions?

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