Can You Spot the Signs of Child Exploitation?

Safeguarding specialist Dawn Jotham identifies the three key stages of child exploitation and offers advice for teachers to spot the warning signs and to support students who are at risk.

Child exploitation is an issue that requires swift and supportive action from educators. The term refers to a form of abuse that involves a child or young person being used for someone else’s gain and can involve sexual, abusive or manipulative behaviour. It is usually caused by an imbalance of power between the abuser and the abused, such as age, physical strength, gender, cognitive ability or access to essential resources such as food, clothes or a home.

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      string(362) "A spurt of high-profile cases has brought the issue of child sexual exploitation firmly into the minds of school leaders everywhere. Can your staff spot the signs? Do they know how to respond if they do? Equipping teachers with the knowledge and skills ahead of time is crucial, says Mark Bowles – and here’s how to do it."
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      string(4019) "Leadership Todaywww.teachingtimes.comInclusionChildsexual exploitationReferences1. YouGov (2013) Are parents in the picture? Professional and parental perspectives of child sexualexploitation. [online] Available from: paceuk.info/for-professionals/publications/parents-picture[Accessed 12 April 2016].Knowledge trails1. The secrets of child sexual exploitation – People might think that child sexual exploitation isa new phenomenon. But Ann Marie Christian says it has always been there and schools need towise up to tackle it. [Available with subscription to Every Child Journal].library.teachingtimes.com/articles/secretsofchildsexualexploitation2. Sexual exploitation of boys – Child sexual exploitation is now recognised as a serious childprotection issue – at least where girls are concerned. But what do we know about boys? EllaCockbain describes new research on the subject. [Available with subscription to Every ChildJournal].library.teachingtimes.com/articles/sexual-exploitation-of-boysdevelop a common language and understanding across all agencies to ensure thatcoherent partnership working is promoted and understood, regardless of professionalspecialism.Local authorities also have a key role in supporting law enforcement agencies toensure that disruption of activities and prosecution is as thorough as possible. This canbe achieved through effective working groups and information sharing protocols. Localauthorities should review their existing policies and procedures and make any changesnecessary to enable law enforcement to have the best available powers and support toensure disruption and prosecution of perpetrators of CSE.Thought should also be given to how local authorities are engaging with allcommunities and ethnic minority backgrounds. Indeed, reviews conducted after seriousincidents of CSE have identified that some local authorities have failed to engage localminority ethnic communities. In particular, the women of those communities werenot engaged on the issue of CSE and other forms of abuse. Local authorities mustconsider their existing provision related to community engagement and how they canstrengthen ties across all communities in the local area.Lastly, but perhaps most importantly, the focus of all work conducted in relationto CSE should focus on those who’ve suffered. This includes the provision of effective,evidence-based, on-going support services for the victims of CSE. The range of victimsshould also be fully acknowledged locally, as this is not just an issue which affectsone particular group. Local plans and strategies should ensure that they specificallymention all groups who may be at risk of CSE, including boys and young men, ethnicminorities and those with learning disabilities.Preparation is keyA top-down engagement in tackling the problem of CSE is essential. The issueshould be approached by strategic and effective planning from the school’s seniormanagement, along with solid identification and intervention policies which teacherscan implement as required.Taking steps to incorporate CSE into PSHE lessons will ensure it becomes part ofthe everyday curriculum, thus increasing students’ perception, understanding andawareness of the subject.These efforts, coupled with effective specialist training for staff, both within theschool setting and local authorities, will enhance schools’ understanding of CSE and theeducation and support they are able to offer their pupils should any situation occur.Mark Bowles is the Director of The Training Effect, the leading provider of health-based intervention around children and young people. For more information,visit: thetrainingeffect.co.uk.http://paceuk.info/for-professionals/publications/parents-picture/http://library.teachingtimes.com/articles/secretsofchildsexualexploitationhttp://library.teachingtimes.com/articles/sexual-exploitation-of-boyshttp://www.thetrainingeffect.co.uk/"
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Leadership

Protecting children from sexual exploitation

18 May 2016

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Leadership Briefings 10.06(114)"
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      string(5650) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.WHAT YOUNG PEOPLE ARE TELLING USABOUT SREKeywordsYoung People,sex andrelationshipseducation,schools,SRE, FGM,child safety,sexual abuse,exploitationSummaryThis survey by the Sex Education Forum of over 2,000 11-25 year-olds, showed that acrossa range of topics that could protect children and young adults from harm, such as knowingwhere to turn to for help if they experience sexual abuse, or information about female genitalmutilation (FGM) or sexual consent, many young people are left in the dark by gaps in theirsex and relationships education (SRE). 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Leadership

What Young People Are Telling Us About SRE

21 Jan 2016

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      string(378) "... ACPCs should develop a regional subgroup on Internet safety which complements other developments in Northern Ireland and dovetails with the awareness raising work of CEOP (Child Exploitation and Online Protection Centre).· The ACPCs and the proposed SBNI should keep under review the operation of the ACPCs’ Regional Child Protection Policy ..."
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      string(826) "The four Area Child Protection Committees (ACPCs) are responsible for developing a strategic approach to child protection within the Children’s Services Planning process In Northern Ireland. This NSPCC survey by Ipsos MORI was designed to examine levels of confidence among the general public in Northern Ireland in relation to recognise the signs of abuse; reporting behaviours and the experiences of parents on a range of issues including: Internet safety, Physical punishment, Bullying, Child protection in community and sporting organisations, and the Keeping Safe Curriculum in schools. The Survey’s key findings provide recommendations for possible actions to be taken by the ACPCs and the proposed Safeguarding Board in Northern Ireland (SBNI).
Leadership Briefing issue 6.12(72)"
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      string(3645) "software to block certain sites and software, to monitor websites visited, and Internet activity. Almost three quarters reported that they were able to check the websites their child visited and more than half could access their children’s email accounts.ActionRecommendations:· ACPCs and the proposed SBNI should ensure the Protect Life Suicide Strategy Implementation Body is aware of the Survey’s findings on parental attitudes to suicide.· The Communications subgroup of the ACPCs/SBNI should as part of its developing communications strategy consider how best to target key messages about child protection and its reporting to particular audiences such as men and those who are not parents.· ACPCs should ensure close links with Public Protection Arrangements Northern Ireland (PPANI) in the development of key public messages about child protection and sex offending designed to counteract myths and stereotypes.· ACPCs and the proposed SBNI should consider how best to communicate information about the new Gateway service established in each Trust as a single point of referral to parents and the general public. The findings also suggest the need to provide reassurance to the public about the handling of any child protection concerns.· ACPCs and the proposed SBNI may wish to ensure better follow-up of referrals is emphasised in revised guidance and practice subject to considerations of confidentiality.· ACPCs and the proposed SBNI in conjunction with the DHSSPS should ensure the widespread support found in the survey for safeguarding measures in community and church based activities is disseminated to policy makers and those charged with running such activities.· ACPCs and the proposed SBNI in view of the respondents’ positive support for kite marking and accreditation should, in conjunction with the DHSSPS, consider the merits of a voluntary accreditation scheme.· The ACPCs and the proposed SBNI should:· emphasise with the public and professionals (Health Visitors etc) working with children the risks associated with and need to avoid hitting very young children aged under two years around the face and head;· consider the further dissemination of material and information on positive parenting approaches;· consider in conjunction with the Interdisciplinary Group on Positive Parenting (IDGPP) and structures established under the Families Matter Strategy the needs of children aged 3-10 years;· consider the need for a link with faith-based organisations to explore how they communicate messages to parents about physical punishment and positive parenting.· As part of the transition towards the SBNI, ACPCs should develop a regional subgroup on Internet safety which complements other developments in Northern Ireland and dovetails with the awareness raising work of CEOP (Child Exploitation and Online Protection Centre).· The ACPCs and the proposed SBNI should keep under review the operation of the ACPCs’ Regional Child Protection Policy and Procedures. ACPCs and the proposed SBNI should also liaise with the Department of Education and the Northern Ireland Anti-Bullying Federation (NIABF), where appropriate, to ensure key messages on bullying in schools are disseminated.· ACPCs and the proposed SBNI should continue to liaise with the Department of Education in relation to the development of a preventative curriculum to ensure that children are informed about how to keep safe.NotesAuthorR ChimaDate CreatedJune 2012Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Attitudes towards Child Protection in Northern Ireland

31 May 2012

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      string(5635) "emotionalcircumstances due to the tragic death of four members ofthe community.She explains, “Our school has 250 children aged threeto nine years old and our motto is ‘Learning and caringtogether’. The school is at the heart of a growing village withapproximately 6,000 people living in it. We’re the only schoolin the village, so everything that happens in the communitycan affect the children in some way.“Emotional health is a vitally important aspect of schoollife for everyone whatever their age. I believe that, in orderto achieve and make great progress, children need to feelsafe and secure, and above all else, happy. As a school we allunderstand and share this vision, that’s why we believe it’sso important to give quality time throughout the curriculumand in every day practice to emotional health and well-being.“For example, throughout a typical school week childrenwill participate in circle time activities, which are deliveredusing a variety of resources, including the SEAL programme.A more recent strategy that has been adopted is P4C[Philosophy for Children] and this has encouraged childrento question, to debate, to listen and to reflect upon a widerange of issues. Our collective worship themes complimentthe PSHCE [personal, social, health and citizenshipeducation] curriculum and direct links are made to classworship so that key areas of learning, such as anti-bullying,Getting on and ‘falling out’ are explored in depth, at age-appropriate levels.“Developing a culture of positive emotional health andwell-being has made a huge difference to individuals and tothe school community. However, when four members of thecommunity were sadly killed in a fire a few years ago, severalchildren from the school were deeply affected, being closeneighbours and witnessing the cries for help. The impact ofthese deaths rippled throughout the school and community,so we really had to pull together as a school team to supporteach other, the children and their families.”Drawing upon resources in the community, the schoolwas able to provide support where and when it was needed.This helped to further develop the repertoire of skillsand experience of the staff both within and beyond theclassroom.Tracy continues to explain: “Two of the local churchministers supported the staff and made themselves availablefor the older children if they wanted to talk. The localauthority provided additional bereavement training for staffso that themselves could support individual children whowere going to struggle over the coming months.“Soon afterwards, we implemented a system of ‘guardianangels’ so that identified children knew they had an adult togo to; someone who they could talk to, someone who wouldlisten, and someone who would always be ‘looking out’ forthem. This system extends to all of our staff, from teachersthrough to cleaners, so that they know they’re cared for andsupported too.“We also used, and still do when needed, special ‘home-school diaries’ to support particular families who neededto hear good and reassuring news about their children’sbehaviour in school. It can be a huge worry for families to ‘letgo’ of their children when they themselves are still dealingwith anxiety and disruption to their routine family life. Insome instances, we have visited parents at home in order44 Vol 2.1 n www.teachingtimes.comEvery Child Matters Healthy Schoolsto keep lines of communications open in a familiar setting.This helps to maintain their involvement in their children’slearning, give them peace of mind and guidance about howbest to support their child in dealing with their trauma.”The following year, the school faced another tragedy asthe vicar of the local church died. He was well loved in thecommunity and very much involved in school life, beingchair of the board of governors. The shock of his deathrippled throughout the village, but the staff’s previoustraining meant they were well equipped to spot signs thatchildren, or other adults, weren’t coping well with the loss. Ifnecessary they knew what support could be accessed, from arange of external agencies, if needed.Tracy says: “Of course, emotional health and well-beingcovers far more than just how to deal with loss and grief,and increasing our staff skills and confidence means we’renow well-positioned to support children whatever thecircumstances or needs they may come to school with.“Our local partnerships, which Healthy Schools supports,have really smoothed the process and the support of externalagencies as partners has helped to develop a team-basedapproach to these issues. For example, our link college,Westwood College, employed a counsellor for their studentsand this facility has become a shared resource, offeringparents or children one-to-one sessions should they need it.We now have a parent support worker who works togetherwith children, parents and the school to ensure that, whateverissue they may be experiencing, every effort has been madeto help them to be happy and confident learners.“Being in a village means that normally families wouldhave to travel to find the support services they need toovercome personal challenges and mental health issues,but as a school, we’re in the perfect position to bring thoseservices closer to our community and create an environmentwhere this concern for health and well-being can extendbeyond the school day.”She adds: “One of the most important things we’velearned about supporting children’s emotional healthand well-being, through working with Healthy Schools,is"
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Leadership

Becoming emotionally literate

10 Mar 2010