Safeguarding Children Lazar Karagic Principal Lecturer (Children’s Nursing)

Aim: To introduce the student to the key issues in protecting children from harm. Outcomes: By the end of the lesson the student will be able to; Know what constitutes Child Abuse Be provided with the definitions of abuse Know about local and national guidance and policies and procedures Know what to do if you have concerns that a child or young person is being abused Identify a key policy drivers Have begun to think about the importance of Information Sharing Discuss the role of the health professional when abuse is suspected.

Working Agreement Commitment to make session work Take responsibility for your own learning Child Focus Commitment to equality and diversity Confidentiality within boundaries

Safeguarding Preventing impairment of children’s health or development Protecting children from maltreatment

Promoting Welfare Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care.

Key Guidance and Legislation Children Act 1989 Framework for the assessment of Children in need and their families (2000) What to do if your worried a child is being abused (2006) Children Act 2004 Working together to Safeguard Children(2010) LSCB procedures Protection of children in England (2009) NICE guidance: When to suspect maltreatment (2009)

Principles of the Children Act 1989 Paramountcy Partnership Participation Parental responsibility

Continuum of Need “Windscreen” Review the diagram at: (For copyright reasons the image could not be included directly in this resource)

How would you know if a child was being abused ?

Assessment Framework Triangle Review the Assessment Framework – Appendix A in the following document: nDetail/Page1/DH This direct link may take you to the relevant page.direct link (For copyright reasons the image could not be included directly in this resource) 10

Physical Abuse Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child or young person. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child. 1.33, page38 Working Together to Safeguard Children 2010

Sexual Abuse (1) Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening May involve : -Physical contact, including assault by penetration (rape or oral sex) or Non –penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing -Non contact activities such as involving children looking at, or in the production of, sexual images 1.35, page 38 Working Together to Safeguard Children 2010

Sexual Abuse (2) Watching sexual activities; or encouraging children to behave in sexually inappropriate ways; or Grooming a child in preparation for abuse (including via the internet) Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children

Neglect (1) The persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect can occur during pregnancy as a result of maternal substance misuse 1.36,page39 Working Together to Safeguard Children 2010

Neglect (2) Once the child is born, neglect may involve a parent or carer failing to: provide adequate food and clothing, shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger, ensure adequate supervision ( including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. 1.36,page39 Working Together to Safeguard Children 2010

Emotional Abuse (1) Emotional abuse is the persistent emotional maltreatment of a child or young person such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views,deliberately silencing them or ‘making fun’ of what they say or how they communicate Chapter 3, 3.75 Leicester, Leicestershire and Rutland LSCB procedures

Emotional Abuse (2) It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capacity, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. I t may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber-bullying). Causing the child to frequently feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment to a child, though it may occur alone.

Silencing Factors Fear you might be wrong Doubts about the child or adults truthfulness Child/adult attempts to bind you to secrecy Not wanting to interfere in family life Uncertainty about procedures Lack of time Some one else will act Worry about consequences AS/ LK 2011

Information Sharing The Data protection Act 1998 is not a barrier to sharing information but provides a framework to ensure that personal information is shared appropriately.

Legal Context There is nothing currently In law that prevents disclosure, which is justified if an individual has particular concerns about the welfare of a child. Those giving information should be made aware that any information provided may be used in civil or criminal proceedings.

Information It is not possible to give guidance to cover every circumstance in which sharing of confidential information without consent will be justified. It is possible however to identify some circumstances in which sharing confidential information without consent will normally be justified in the public interest. (Leicester Safeguarding Children Board / Leicestershire and Rutland Safeguarding Children Board Child Protection Procedures, 3.6:2011)

Public Interest These are: –When there is evidence that the child is suffering or is at risk of suffering Significant Harm; or Where there is reasonable cause to believe that a child may be suffering or at risk of significant harm; or To prevent significant harm arising to children or serious harm to adults, including through the prevention, detection and prosecution of serious crime, i.e. any crime which causes or is likely to cause significant harm to a child or serious harm to an adult (Leicester Safeguarding Children Board / Leicestershire and Rutland Safeguarding Children Board Child Protection Procedures, 3.6:2011)

Health Professionals ALL those who come into contact with children and families in their everyday work, including people who do not have a specific role in relation to child protection, have a duty to safeguard and promote the welfare of children. What to do if you're worried a child is being abused. DoH [2006]

Sources of Support and Information LSCB Procedures and Practice Guidance Organisation information Assessment Framework Manager Mentor Tutor Children’s Social Care Police Named Nurse/Doctor Designated Nurse/Doctor

Safeguarding Children In Child Protection Never Assume Child Protection is Everybody’s Business IF IN DOUBT SEEK ADVICE

References Department of Health (2010) Working Together to Safeguard Children : A guide to interagency working to safeguard and promote the welfare of children (accessed 14/6/12) Department of Health (2006) Safeguarding Children www. education.gov.uk\/publications/eOrderingDownload/ Leicester Safeguarding Children Board Leicestershire and Rutland Safeguarding Children Board Child Protection Procedures, 3.6: (accessed 13/6/12)