Safegaurding

selinaward
Mind Map by selinaward, updated more than 1 year ago
selinaward
Created by selinaward almost 7 years ago
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K218 Working with children, young people and families Mind Map on Safegaurding, created by selinaward on 05/05/2013.

Resource summary

Safegaurding
1 As stated on the Department for Education website: Every Child Matters is a set of reforms supported by the Children Act 2004. Its aim is for every child, whatever their background or circumstances, to have the support they need to
1.1 be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being
1.1.1 Here ‘staying safe’ incorporates effective child protection, emphasising the importance of early intervention.
1.1.1.1 Green Paper, Every Child Matters , which sets out the Government’s proposals for reforming the delivery of services for children, young people and families. It builds on existing measures to ensure that we protect children at risk of harm and neglect from negative outcomes and support all children to develop their full potential.
1.1.1.1.1 Sure Start, raising school standards, and progress made towards eradicating child poverty. This Green Paper sets out our existing plans to build on these successes through: Creating Sure Start Children’s Centres in each of the 20 percent most deprived neighbourhoods. These combine nursery education, family support, employment advice, childcare and health services on one site
2 Safegaurding involves protecting children from various situations such as - Abuse and neglect which can harm children, either through imminent danger of sudden death or serious injury in chaotic living conditions, or from the developmental harm caused by protracted neglect – as well as the traumatic effects on a child of physical assault or emotional or sexual abuse
2.1 ‘Safeguarding and promoting’ is:
2.1.1 Protecting children from maltreatment
2.1.1.1 Preventing impairment of children’s health or development
2.1.1.1.1 Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care
2.1.1.1.1.1 Undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully
3 It is often hard for children to disclose verbally that they are being abused or neglected. Ofen practitioners will assess that abuse is happening through child's behaviour or physiological signs
3.1 Some children may just tell someone about their anxieties or about something that is happening to them. Noticing things about their behaviour or appearance. It is not necessary to be an ‘expert’ on identifying signs of abuse; in fact, there are rarely definitive indicators, and usually a broad assessment of children and young people is required.
3.1.1 it is important that practitioners have (and perhaps everyone has) some awareness of possible signs of concern and are open to the idea that serious harm could be one explanation for something observed.
3.1.1.1 These are some points to be mindful of if a child tries to tell you about something harmful or troubling happening to him or her
3.1.1.1.1 Take what the child says seriously and acknowledge they have done well to tell you about it, •Do not guarantee confidentiality – you will have to pass the information on, but you can try to involve the child in discussion about how you will do this, •No matter what you may feel inside, react calmly in order to reassure the child, •Encourage the child to convey what is on her or his mind, but do not ask closed questions, that is, questions leading to a yes or no answer, or leading questions, e.g. ‘Was it your dad who did it?’, •If you are not clear what the child is telling you, check with the child that you have understood what has happened. Try to use the child’s own words (e.g. ‘Can I just check that you are saying such and such?’)
3.1.1.1.1.1 •Explain to the child what you will do next, •Make a detailed written note at the time or immediately afterwards – this should be handwritten without delay to include words and phrases used by the child and your observations about their presentation, e.g. the child was trembling at first.
3.1.1.1.1.1.1 Examples from "Signs of concern clips" LG 13 (Neglect, physical, emotional and sexual abuse)
4 After identifying child abuse or neglect it is crucial for the professionals to seek facts not assumptions.
4.1 Insufficient "listening" especially to the child has been a critism of many professionals including in the Victoria Climbi case as mentioned by Lord Laming
4.1.1 Activities by the lead professional in the case should be based on
4.1.1.1 Hearing the child- through words but also deteriaration in mood (often noticied in schools)
4.1.1.1.1 Physiological signs of distress
4.1.1.1.1.1 Hearing concerns of other professionals
4.1.1.1.1.1.1 Hearing concerns of other professionals
4.1.1.1.1.1.1.1 Engaging with the parents and primary carers
4.1.1.1.1.1.1.1.1 Child protectors (part 1) - mentions that as well as knowledge of law and procedures and support from her manager, social workers need certain skills such as negotiation and the ability to engage with a family in difficult situations.
4.1.1.1.1.1.1.1.1.1 The wider family was approached in this example to see if they could look after the children and they were placed with their grandmother
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