1. Insights from Children about Abuse and Neglect
Part 1: Introducing the iCAN framework

2. By the end of the session staff should have
An understanding of the iCAN framework
Insight into the extent to which children can recognise abuse and neglect and barriers to recognition
Appreciation of the different ways in which children tell or signal their distress
Improved understanding of children’s responses to help and the ongoing role of the school in supporting children and young people
The session is not only about knowing when to report or the procedure for raising concerns with senior staff. It is also about putting yourself in the child’s shoes – i.e. understanding abuse and neglect from the child’s point of view.
Staff within schools and colleges need to recognise and respond appropriately. Understanding how it might feel for the child will sensitise staff to clues that might indicate abuse and neglect. A lot of the concerns staff deal with may take the form of nagging doubts, situations are often not clear cut, and children may hint or begin to talk over a period of time as they build up trust in staff. This session will explore how children and young people think and feel about abuse and neglect.
There are accompanying materials on the website, including a literature review and short videos.

3. Serena
You are six weeks into the autumn term and are teaching a year 9 class.
There is a 13-year-old girl in your class, Serena, who is often very quiet and appears tired. You notice that she has some cuts on her arms.
You are aware that in the past she had a social worker and spent some time living with relatives when her mum was unable to care for her.
When she arrives at school you notice that she is very tearful.
Use trainer notes to help your discussion:
Notes for trainers: The aim of this task is for staff to maintain a curious stance towards what is going on for Serena. There are various possibilities, not all related to abuse and neglect. The aim is to explore possibilities rather than come up with the ‘right’ answer. Discussion of an appropriate staff response could cover who should approach Serena and how, and how that interaction might go. The idea is to get beyond a procedural response that is solely concerned with whether any information needs to be passed on, although this could form part of the discussion.
Serena handout 1: Ask participants to consider their personal response:
How confident would you be in dealing with this situation?
What would you do?
What would you say to Serena?
What do you do whilst Serena is talking to you?
How would you know what to do next? How would you discuss what happens next with Serena?
What would you need to support you?

4. What is the iCAN framework?
A framework developed from research with young people and practitioners
A framework promoting an understanding of how children recognise and tell about abuse and neglect and what help they are offered
The framework comes with either a girl or a boy in the centre.

5. Recognition, telling and help parts of the iCAN framework
Exploring the framework: Trainer to talk through the framework
There are three different segments on the iCAN framework– recognition, telling and help, all focused on the child’s point of view. For example recognition concerns whether or not the child thinks that there is a problem, not whether or not adults are concerned about abuse. In the inner segments are thought bubbles providing examples of what young people told researchers about whether they recognised abuse, how they considered telling about it, and what they thought of the help they received.
You will notice that there is also an outer circle which provides a way of categorising where the young person is in relation to recognition, telling and getting help. For example, within recognition we can see that a child may not recognise at all that they are being abused or neglected. Some children, at certain points in time, may partially recognise and others will clearly recognise that what they are experiencing is wrong.
Similarly, looking at the telling segment, there are many ways that children can make adults aware of what is happening to them. Some children remain hidden, actively denying when asked because they are fearful of the consequences of telling. Others will begin and continue to talk if they have an individual they trust. The research found that often children turn to school staff. Finally, the help segment indicates that children may get help related to the cause of their problem (the underlying abuse) or the symptoms (for example angry behaviour in school) – and sometimes both. Unfortunately, in some cases children get no help.

6. Serena’s story
Serena goes to the school nurse to ask for a pregnancy test. The test is positive.
She says that she has a 17-year-old boyfriend.
She also tells the nurse that she does not get on with her mum and they argue all the time.
What might Serena be thinking and feeling about her situation?
Use Serena handout 2 to think about how Serena might be feeling and what she might be thinking. Staff can write in the speech bubbles on the blank framework to reflect Serena’s thoughts – they can draw more bubbles as required.
Here are some possibilities that may be raised in discussion about:
What might Serena be thinking?
I’m not old enough to have a baby
I really want this baby
My mum will kill me
He pressured me into it
He loves me
I love him
Am I in trouble?
What might Serena be feeling?
Overwhelmed
Grown up
Excited about pregnancy
Shocked
Scared of mum’s reaction
Worried about who will find out
Worried that she might get into trouble
Worried that her boyfriend will get into trouble

7. Serena’s point of view Am I in trouble?
I know my boyfriend is older than me but isn’t that OK?
I don’t want the nurse to tell anyone
I really want this baby…
My mum will kill me!
This is what Serena is actually feeling and thinking.
Knowing what Serena is thinking, watch the video where Jeanette Cossar explains the recognition part of the iCAN framework.
Ask participants to discuss:
Although, from an adult point of view, this situation raises safeguarding issues, where do you think Serena fits on the recognition scale? Does she think there is a problem? Does she recognise that the situation is abusive?
He says he loves me

8. Telling Am I in trouble? I’ll ask for a test He says he loves me
My mum will kill me!
I’ll ask for a test
Now we know that Serena has not directly approached a member of staff, instead she has visited the school nurse to ask for a test.
Play video of Jeanette Cossar talking about telling
Ask where Serena fits in telling – She does not tell directly but asks for a test. She goes for a pregnancy test (signs and symptoms), and is not approaching a member of staff because she thinks she is being abused.
What dilemmas does this raise for staff?
What should the school nurse do?
Discussion around confidentiality, how is Serena likely to react if staff make a referral to Children’s services. How might they support Serena through the referral process?
Good practice around confidentiality: Discussion could include the importance of never promising to keep a secret for a child. Explain to Serena that you are concerned about her and that is why you need to pass on the information. Tell her who you will be telling and what will happen next (not the outcome which you may not know but the next step that you will take). Try not to reassure Serena that everything will be okay – she may feel that things get worse in the short term, especially if she disagrees with the information being passed on.

9. Serena The school makes a referral to Children’s Services
Serena doesn’t agree that they need to get involved
Her relationship with her boyfriend ends shortly afterwards
Serena continues in school and sees the pastoral support worker regularly
Am I in trouble?
He says he loves me
My mum will kill me!
How would staff manage the referral when Serena doesn't agree that she needs support and might feel angry when the nurse passes on information to children's services.
Watch the ‘help’ video. Consider where she fits within the ‘help’ segment.
Ask participants to think about the ongoing role of the school in supporting Serena. What might that support look like? What support would you expect from other agencies and how would you work with them. What might Serena think about help offered and how might she feel? How might support impact on Serena’s degree of recognition both now and in the future?
I’ll ask for a test

10. Serena I really want this baby He says he loves me Am I in trouble?
We talked about relationships
I really want this baby
They listened…
He says he loves me
The nurse sent me to a clinic
Am I in trouble?
We can now see Serena’s situation plotted on the framework in terms of recognition, telling and help. Thinking about a child in this way helps to keep a focus on the child’s experience, even whilst difficult decisions are made about when and how to pass on information.
I will ask for a test

11. Using the iCAN framework in your school or college
The iCAN framework can help you:
Consider and include the child’s perspective when documenting and monitoring concerns
Think about how to support a child to tell their story
Be mindful of the child’s response to referral and ongoing reaction to the help they are offered
Think about the ongoing role of support in school for the child or young person
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