Childfile

Child file: Addressing the impact of domestic violence

Children and young people from violent homes can be very creative in their methods of coping and concealing the domestic violence they experience. The materials in this Child file will help raise awareness of the issue in school and help leaders identify gaps in provision.

Children and young people from violent homes can be very creative in their methods of coping and concealing
the domestic violence they experience. The research report ‘Children’s Experiences of Domestic Violence’ also
demonstrated how reluctant children can be to disclose their situation to those that can help.

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      string(5812) "Vol 5.3 n www.teachingtimes.comTaking a closer look – SafeguardingEvery Child Journal26Childrenas victims ofdomesticviolenceFor many years, childrenhave been considered to bewitnesses of domestic violencebut not victims. Gradually,opinions are changing and thetrue impact on children is nowacknowledged. In this feature,Suzanne O’Connell outlinesthe latest research findingsand how they’re addressingthe issue in some parts of thecountry.www.teachingtimes.com n Vol 5.3Taking a closer look – Safeguarding Every Child Journal27Historically, when police were called out to a domesticviolence incident, little attention would have been givento any children on the scene. The focus was usually on thedirect victim, and, if there was no evident harm inflicted onthe children, they might receive no attention at all.However, thinking is changing around this. ‘Children’sExperiences of Domestic Violence’ is a report completed by JaneE.M. Callaghan and Joanne H. Alexander from the University ofNorthampton. It compares practices and the experiences of childrenin relation to domestic violence across the UK, Spain, Greece andItaly.The researchers found that children and young people involvedin domestic violence incidents weren’t listened to sufficiently. Notenough account was taken of the strategies that children and youngpeople had developed to help them cope.What seems to be vital to note is that children are not purelyonlookers when it comes to domestic violence. This research andother accounts have drawn attention to the profound impact thatthere is on those who are growing up in households where domesticviolence takes place.In this section of ECJ, we:n take a closer look at the research; andn consider how some parts of the country are directly addressingthe issue.This issue’s Child file also provides some practical materials thatschools might use to address the impact of domestic violence ontheir own pupils.The researchThe report emphasises the capacity to cope and the resilienceshown by children who are living in violent households. This isn’t tocondone the violence but to try and raise awareness of the copingstrategies that children used and how their experiences and needsmight be better acknowledged and supported.The report is based on individual interviews and photoelicitation activities. More than 100 children were interviewed and anumber of key themes emerged:n Children were reluctant to disclose. They learnt to managewhat to disclose and to whom, cautious due to the possibleimplications.n Children managed those they allowed into their ‘family’ andthose they didn’t. They had complex strategies for forming andmaintaining relationships.Childrenas victims ofdomesticviolencehttp://www.unars.co.uk/reportshttp://www.unars.co.uk/reportsVol 5.3 n www.teachingtimes.comTaking a closer look – SafeguardingEvery Child Journal28The report includes a number of recommendations.These include:n It is important for all organisations to considerthe impact of domestic violence on children andrecognise them as victims.n Children should have a voice in relation totheir experiences and be involved in the co-production of policy and service.n A common language across professionals needs tobe developed and multi-agency working improved.n Caring for others was an empowering activity.n Children managed space well and created safespaces for themselves and siblings. They knewthose that were dangerous and when to keepaway from shared spaces.n Their experience of services and professionalswere not generally positive.n Children find complex ways of managingthemselves and relationships. These aresometimes considered to be dysfunctional toclinically trained adults.www.teachingtimes.com n Vol 5.3Taking a closer look – Safeguarding Every Child Journal29n Professionals need to be skilled in responding to children.n Services available to children need to be more accessible and flexible.n More finance and resources need to be made available.n There is a need to raise awareness including campaigns to improve the image of women in society andthe citizenship rights of children.The children and young people were aware of the issues to do with disclosure and were careful about whothey shared information with. The need to disclose can place professionals in difficult situations and, in somecases, is preventing young people from communicating their difficulties or seeking help.It’s important to note that the children interviewed were not passive recipients but actively managedtheir relationships. A perpetrating adult was often excluded from drawings of the ‘family’ as the child ‘re-framed’ who the family consisted of.Vol 5.3 n www.teachingtimes.comTaking a closer look – SafeguardingEvery Child Journal30Children did have some difficulties managing friendships, and some felt a need tokeep their distance. They had also lost friends and had to move away which also put upbarriers to them making new friends in the places they moved to. There was evidence ofchildren being subjected to bullying.Children managed spaces at home, keeping away from those shared areas theyconsidered dangerous and finding their own bolt holes. They used favourite blanketsand stress balls as comforters. On occasions, they were involved directly and intervened.Even when moved to a refuge, children often still did not feel safe and worried about theperpetrator finding them there.Experiences of services were not very positive from the children’s point of view. Theyfelt that they weren’t listened to and that they were used as leverage, with"
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Special Needs

Children as victims of domestic violence

18 Dec 2015

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Folder: Leadership Briefings Issue 3.11 (35)"
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      string(5708) "ResourceLEARNING LESSONS, TAKING ACTIONOriginal DocumentLearning Lessons, Taking Action: Ofsted’s Evaluations Of Serious Case Reviews. This report brings together findings in relation to the conduct of serious case reviews and the main practice issues arising. It considers how the process of conducting serious case reviews affects the quality of the outcomes, and the lessons learned. It also makes recommendations about practice issues and how the process of conducting serious case reviews could be improved.KeywordsSerious case reviews, practice, Social Care, InspectionSummaryThe responsibility for evaluating serious case reviews was transferred to Ofsted from the Commission for Social Care Inspection in April 2007. This report outlines practice issues raised by Ofsted’s first year of evaluating serious case reviews. It is based on an evaluation of 50 serious case reviews carried out between 1 April 2007 and 31 March 2008. 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The main findings related to the failure of staff to identify and report signs of abuse; poor recording and communication, and poor knowledge, and application, of basic policies and procedures.· There was little evidence of involving or working with families in the serious case review process. Issues of race, language, culture, religion and disability were not covered well either in the serious case reviews or in the way professionals had worked with the families.· Professionals failed to consider the situation from the child’s perspective: they failed to see the child and, where possible, talk to them to find out what they thought and felt about the issues; and to take action based on this information. 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ActionRecommendations:Local Safeguarding Children Boards should:· Ensure that all serious case reviews start from the experience and views of the child, and address how these were sought and taken into account by all the professionals involved.· Introduce a greater element of independence into the membership of panels by including a wider range of professionals from agencies not involved in the serious case review.· Ensure that staff working in universal services are included in multi-agency training programmes, and that these services are well represented on the Local Safeguarding Children Board.· Ensure that all multi-agency training programmes include the teaching of basic skills in communicating with children.· Include diversity and equality issues in multi-agency training programmes and ensure that, as far as possible, membership of the board reflects the profile of the local community.· Tackle the issues affecting timescales for completion of serious case reviews and adopt a more robust approach in negotiating with Coroners’ Courts and the Crown Prosecution Service to enable information to be used for serious case reviews.· Provide local guidance and templates for the completion of"
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Leadership

Learning Lessons, Taking Action: Ofsted’s Evaluations Of Ser

5 Dec 2008

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Leadership Briefing 11.05(125)"
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      string(5025) "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.CHILD SEXUAL EXPLOITATION: SUPPORT INCHILDREN’S RESIDENTIAL HOMESKeywordsChild SexualExploitation,residentialhomes, children,vulnerable,abuse, domesticviolence, CSEperpetrators,residential care,support, high-level needsSummaryWhile child sexual exploitation (CSE) has attracted considerable attention in recent years andhas highlighted how residential children’s homes can be targeted by CSE perpetrators, littleis known about the tailored support provided to children affected by CSE who are placed inresidential care. This DfE study was commissioned to start filling this evidence gap.More specifically, the study aimed to: ■ Identify approaches already used in children’s homes to support children who have been sexuallyexploited or are at risk of sexual exploitation. ■ Explore the perceived benefits and impact of the tailored support that has been offered. ■ Distil what seems to work well in supporting children affected by cse in residential care and offerconclusions on the benefits of sharing the learning more widely.Conclusions: ■ The research has found that children affected by CSE placed in residential care were veryvulnerable and had a range of complex, high-level needs. These children were typically highlytraumatised due to CSE, often compounded by other traumatic experiences common amongchildren in residential care, such as neglect, physical and sexual abuse, and domestic violence.Traumatic experiences meant that these children were very vulnerable, with substance abuse,self-harm, depression, violent behaviour, low self-esteem, and sleep and eating disorders beingcommon. ■ The chaos that typically characterised these children’s lives before they entered residential carewas also reflected in: disengagement from education; lack of positive activities; lack of positivefriendships and support networks; and health issues ranging from sexually transmitted diseasesto very unhealthy lifestyles. ■ The features of effective practice in supporting children affected by CSE identified as beingimportant were: ■ Good residential practice is strongly dependent on staff’s skills, attitudes and consistency,and on staff having sufficient time to dedicate to children and the ability to worktherapeutically with them. ■ Effective residential practice is also underpinned by good interagency work. Dimensions ofinteragency particularly relevant to CSE are joint protocols and information sharing in relationto missing children, and identifying and prosecuting CSE perpetrators. ■ Children’s meaningful involvement in decisions that affect their lives is a basic right, as wellWeek Commencing 23rd January 2017https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/582354/Child-sexual-exploitation-support-in-childrens-homes.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/582354/Child-sexual-exploitation-support-in-childrens-homes.pdfLeadership 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.as being associated with effective residential practice. ■ Working with the families of children in residential care is an important but often neglectedaspect of good residential practice. ■ There is an assumption that removing children from their community contributes to keeping themsafe, but this is untested. ■ The internet and mobile phones can represent serious risks, as they provide routes for exploitersto befriend and abuse children, or for children to maintain contact with exploiters. However, theseare now an essential part of a child’s life and children must learn to use them safely. ■ There is little robust evidence to assess what ways are effective in dealing with these issues: ■ A range of tools has been developed to carry out CSE risk assessments, but it was notclear what evidence was used to develop these tools and the extent to which they had beentested. ■ Children affected by CSE were believed to do better in very small, single-sex units, althoughthese assumptions have not been tested and we do not know if they hold for both sexes. ■ There is a widely (but not unanimously) held assumption that removing children affected byCSE from their community and placing them in very remote areas helps to keep them safe,but there is no evidence to support this.WEB LINKChild Sexual Exploitation: Support In Children’s Residential Homeshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/582354/Child-sexual-exploitation-support-in-childrens-homes.pdf"
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Leadership

Child Sexual Exploitation: Support In Children’s Residential Homes

19 Jan 2017

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      string(5701) "responsibilitiesThe purpose of their activity and the decisions that are queried at each stage of the processThe policies and procedures to be followedWho has lead responsibilityAny necessary time scalesThe following table identifies according to group, the content of training and the suggested methods that might be used:■■■■■■■■■■■■■■■■■■■■■■■■CHILD FILE 3.4■Safeguarding trainingguideChild FileTarget group Suggested training content Suggested training methodsGroup 1Infrequent contact – schoolcleaners, catering staffWhat is child abuse and neglect?Signs and indicators of abuse andneglectNormal child developmentMaintaining a child focusWhat to do in response to concernsInduction policyRefresher training at least every threeyearsCWDC site – e-learning for inductionGroup 2Those in regular contact or whohave a period of intense butirregular contact – for example,sports development coaches,music teachers, play schemevolunteersThe above plus:Documentation and sharing ofinformation regarding concernsUsing the framework for theassessment of children in need andtheir familiesOwn safeguarding roles andresponsibilitiesTraining might be expected to beprovided by the agency who employsthe individual.Refreshers training at least every threeyearsSchools should check with the employerabout the safeguarding training theirstaff receiveGroup 3Members of the workforcewho work predominantly withchildren and young people whocould potentially contribute toassessing, planning, intervening,and evaluating the needs of achild where there are safeguardingconcerns. This includes teachersThe above plus:Working together to identify, assessand meet the needs of childrenwhere there are safeguardingconcerns. The impact of parentingissues, such as domestic abuse,substances misuse on parentingcapacityRecognising the importance offamily history and functioningWorking with children andfamily members addressing lackof co-operation and superficialcompliance within the context ofthe roleInter-agency training as well as single-agency trainingRefresher training at least every threeyearsGroup 4/5Members of the workforce whohave particular responsibilitiesfor coordinating assessments ofchildren in need – for example,designated personThe above plus:Collaborative practiceUsing professional judgements tomake decisions about whether achild is suffering, or is likely to suffersignificant harmAdvising staff within theorganisationPromoting effective professionalpracticeAdvising othersInter-agency training in addition tosingle-agency training and professionaldevelopment related to specific roleRefresher training at least every twoyears Child FileCHILD FILE 3.5■We are keen to evaluate the effectiveness of our training. We’d appreciate you taking the time to complete thisevaluation sheet and returning it to your trainer. Thank you.Training received:Date:	 	 	 	 	 	 	 	 Delivered	by:Purpose of training:1 = Excellent   2 = Good  3 = Average  4 = Below average    5 = Poor  Please circleContent of training  1       2       3       4      5Method of delivery 1       2       3       4      5Level of knowledge of the trainer 1       2       3       4      5Overall 1       2       3       4      5Training EvaluationSheetChild FileThe training…   Definitely To some extent  Not at allFulfilled its objectivesWill help me in my roleWould be useful for colleaguesMet my needsPlease identify:The strongest part of the training was…The weakest part of the training was…It would now be useful for me to…I would like to share with colleagues…Please use this space to make any further comment about the training: Child FileWe are committed to safeguarding and promoting the welfare of children and young people and expect all staffand volunteers to share this commitment.It is very important that new members of staff receive effective induction. Induction in safeguarding arrangementsshould ensure that new staff:Are aware of policy and procedureContinue to maintain a culture of safeguardingKnow who to approach for advice and informationUnderstand their responsibilities and how they should carry them outThe stages of induction include:Immediately following appointmentOnce a new member of staff is appointed they should:Receive confirmation by letter from _________Be given the name and contact number of their induction mentorReceive a copy of this documentHave an agreed date and time for their induction dayReceive a staff handbook (including site map) and a copy of the child protection and health and safety policiesReceive the code of conduct■■■■■■■■■■Immediately following appointmentImmediately following appointmentPrior to beginning workPrior to beginning workDuring the first weekDuring the first weekDuring the first three months During the first three monthsCHILD FILE 3.6■SafeguardingInductionChild FileThe appointment will remain conditional until:Two satisfactory references have been receivedThere has been receipt of a satisfactory enhanced CRBThere has been a clear check of the ISA barred listThere is evidence of the right to work in the UKThere is verification of medical fitnessPrior to beginning work – staff induction dayA day should be agreed between the new member of staff and their induction mentor. The induction mentor will be anappropriate individual with experience in/ knowledge of the area of work to which the new member of staff has beenappointed.During the day the new member of staff should be made aware of:Health and safety issues specific to the area of workKey"
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Special Needs

Child File 3

19 Jan 2010