Safeguarding is the practise of promoting children’s well-being and protecting them from damage. Safeguarding implies Protecting children from abuse and maltreatment, preventing harm to their health or development, ensuring they receive secure and effective care as they grow up, and taking action to help all children and youth achieve the best possible outcomes.

The Six Principles of Safeguarding

The Care Act of 2014 establishes six safeguarding principles: prevention, empowerment, protection, proportionality, partnership, and accountability. Let’s investigate each in greater depth.

Prevention – Organisations should take measures to prevent abuse by raising awareness, training staff, and making information readily accessible. They should also encourage their employees to seek assistance when needed.

Empowerment – Organisations should ensure that the children and adolescents in their care are supported and confident in their ability to make their own decisions and provide informed consent.

Protection – Organisations should implement measures to prevent abuse and provide assistance and support to those at risk of abuse.

Proportionality – Organisations should ensure that their staff takes into account each child or adolescent when dealing with abuse, respecting each individual and assessing any risks, then adopting a proportionate and minimally intrusive response to the problem at hand.

Partnership – Communities and other appropriate organisations that provide opportunities for collaborative problem-solving in order to aid in preventing and detecting danger and abuse.

Accountability – Everyone involved in caring for children and adolescents is responsible and accountable for safeguarding, and they should work together to ensure complete transparency in their safeguarding delivery, with each individual playing their role.

While these principles were initially developed for the care sector, they are now recognised and implemented by all organisations that work with or around children and adolescents, and serve as the foundation for policies and procedures relating to the protection of children and adolescents.

Important definitions significant Safeguarding  Children

A child is defined as a person under the age of 18, including unborn children. A child at risk is one who is experiencing or is at risk of experiencing abuse, neglect, or other forms of damage, and who has care and support needs (regardless of whether a local authority is meeting any of these needs or not).

It is important to note that the term “at risk” does not necessarily imply that injury, abuse, or neglect is occurring, but that early interventions are required or should be considered in order to protect or prevent these things from happening in the future.

The two conditions required to demonstrate that a child is at risk – experiencing or being at risk of injury, abuse, or neglect, and having care and support needs – should ensure that the child is protected and that care and support are provided to ensure the child’s future safety.

The risk of maltreatment or neglect may result from a single concern or multiple factors.

Harm includes sexual abuse, neglect, emotional abuse, and psychological abuse.

It also includes the impairment of physical or mental health (including that caused by witnessing or hearing another person endure ill-treatment) and the impairment of physical, intellectual, emotional, social, or behavioural development (including that caused by witnessing or hearing another person endure ill-treatment).

Forms of Harm

Harm includes, but is not limited to, physical abuse (hitting, slapping, overabundance or misuse of medication, excessive restraint, and sexual abuse).

or inappropriate sanctions) and emotional or psychological abuse (threats of injury or abandonment, coercive control, humiliation, verbal or racial abuse, isolation or withdrawal from services or supportive networks, witnessing others’ abuse).

Sexual abuse is another type of harm that may involve forcing or enticing a child or adolescent to engage in sexual activities, whether or not they are aware of what is happening. This may include physical contact, penetrative or non-penetrating acts, and non-contact activities, such as pornographic viewing or performance, watching sexual activities, or encouraging them to engage in sexually inappropriate behaviour.

Less frequently, financial abuse (failing to meet their needs for care and support that are provided through direct payments or accusing them of theft) and neglect (failing to meet their basic physical, emotional, or psychological needs, which is likely to impair their health or development) are also considered forms of harm.

Difference Between Child Protection and Child Safety

The distinctions between ‘child protection’ and ‘safeguarding’ are subtle but significant.

 Child protection is included in the procedure of safeguarding. It focuses on protecting minors identified as suffering or at risk of suffering serious harm. Procedures for child protection outline how to respond to concerns about a child.

Child protection requires the work and participation of essential agencies, such as the police, children’s social services, healthcare services, local authorities, housing services, and probation services. All organisations that work with or interact with children should have safeguarding policies and procedures in place to ensure that every child, regardless of age, disability, gender reassignment, race, religion or belief, sex, or sexual orientation, has an equal right to protection from harm.

Legislation Strengthening Safeguarding

1. The Children Act 1989,
2. The Female Genital Mutilation Act 2003,
3. The Children Act 2004,
4. The Children and Young Persons Act 2008,
5. The Children and Families Act 2014.
6. The Children and Social Work Act 2017 are among the laws pertinent to child protection.

Working Together to Safeguard Children (2018) and Keeping Children Safe in Education (2022) provide additional pertinent information. Now, we will analyse each of these.

Children Act of 1989

The Children Act of 1989 is the principal piece of legislation regulating work with children and their families, and it establishes the fundamental principles of welfare and partnership. safeguarding and promoting the welfare of children, including safeguarding them from harm or abuse, should be the top priority for anyone who interacts with children.

All professionals supporting and advocating for children should collaborate with families. Only when it is best for the child than working with the family voluntarily should obligatory powers be used. Whenever feasible, fostering and maintaining contact between children and their families should be a top priority.

The Act also emphasises the importance of the family, requiring that children be raised in their own immediate or extended families whenever possible.

It emphasises the importance of considering the desires and emotions of the child and their parents or guardians when making decisions about their future.

It also emphasises the significance of contemplating key aspects of the child’s background, such as their religion, ethnicity, culture, and language, as well as any special needs resulting from a disability or impairment.

Among the specific provisions of the Act are:
Section 17 (Needy Children): When a child’s development would be hindered without their assistance, social care professionals are obligated to intervene.

Section 47 (Child Protection) requires social care professionals to investigate when a child is believed to be at risk of significant harm or is actually at risk of significant harm.

Section 27 (Obligation to Cooperate) To ensure the safety of children, agencies have a duty of cooperation with other agencies in matters of child protection.

The Female Genital Mutilation Act (Female Genital Mutilation Act) of 2003

Female genital mutilation (FGM) is the non-medical partial or complete excision of the external female genitalia. It is also referred to as ‘female circumcision’ or ‘cutting’. FGM can occur in the United Kingdom or abroad. FGM is prohibited in the United Kingdom. It is also illegal for British nationals or permanent residents to perform FGM abroad or to transport their child abroad to have the procedure performed.

The utmost sentence for FGM is fourteen years in prison. The Female Genital Mutilation Act of 2003 established FGM Protection Orders, which are civil law protection and safeguarding measures for victims and potential victims of FGM. These protect victims by, for instance, requiring the surrender of their passports to prevent them from being taken abroad to endure FGM or by prohibiting anyone from performing FGM on the protected individual.

2004’s Children Act

The ultimate objective of the Children Act of 2004 is to ensure that all British children are secure and protected. It promotes collaboration between organisations and increases accountability.

 It does so by requiring local governments to appoint children’s services officers who are ultimately accountable for the delivery of services, and by requiring local governments and their partners to cooperate in safeguarding and promoting the well-being of children and young people.

The 2008 Children and Young People Act

The Children and Young Persons Act of 2008 made numerous changes to the laws governing children and young people, including those in local authority care, those with disabilities, those in private foster care and residence, and those under special guardianship orders.

2014’s Children and Families Act
The Children and Families Act of 2014 addressed the protection of children under the age of 18 whose rights and safety were jeopardised by inadequate care and legal protection. It incorporated a number of amendments to the laws regulating services for vulnerable children, adolescents, and their families.

These modifications include reforms of the family justice system, virtual schools for children in care, adoption, child care, shared parental leave and flexible working, and services for children and adolescents with special educational needs and/or disabilities (SEND).

It requires education, health, and social care agencies to collaborate more closely than in the past, such as through integrated practises in identifying and assessing needs and integrated planning to meet those needs. It also involved the co-commissioning of services for children and adolescents with special educational needs and their families.

The Children’s Social Work Act of 2017

The purpose of the Children and Social Work Act of 2017 is to enhance support for children in care and care leavers, to promote the welfare and protection of children, and to regulate social workers.

It establishes corporate parenting principles for local governments so that they can be the best possible parents to the children in their care.

These principles are primarily a compilation of local authorities’ existing responsibilities regarding children in care and care leavers.

The Act requires local authorities to publish their offer of support to care leavers and to promote the educational attainment of children who have been adopted, fostered, or placed in other forms of long-term care.

Changes were made to local child safeguarding partnerships and the serious case review process, as well as the establishment of a central Child Safeguarding Practise Review Panel to manage cases of national significance. In addition, a new regulatory framework for the social work profession was established.

2018: Working Together to Protect Children

In accordance with the Children Act 1989 and the Children Act 2004, Working Together to Safeguard Children provides statutory guidance on inter-agency collaboration to safeguard and promote the welfare of children.

It outlines the statutory requirements and expectations for individual services to safeguard and promote the welfare of children and provides a clear framework for Safeguarding Children Partnerships to monitor the efficacy of local services.

It aims to assist social care professionals understand what they must do to protect children and what they can expect from one another.

It focuses on fundamental legal requirements and makes plain what individuals and organisations must do to protect children. In doing so, it endeavours to highlight the characteristics of an effective protection system.

It states that everyone who works with children is responsible for ensuring their safety, and that everyone who interacts with children and families must share information and identify concerns.

Safeguarding Children in Education in 2022

The Keeping Children Safe in Education guidance outlines what schools and colleges in England must do to safeguard and promote the welfare of children and adolescents younger than 18 years old. It emphasises that everyone working in a school or college must comprehend their safeguarding responsibilities, and that governing bodies and proprietors must ensure that those employees who work directly with children read at least the first section of the guidance.

The guidance also specifies a child-centered and coordinated approach to child protection, in which schools, colleges, and their personnel are an integral part of the broader child protection system described in “Working Together to Safeguard Children.” It emphasises that safeguarding and fostering the welfare of children is everyone’s responsibility who interacts with children and their families. To fulfil this responsibility effectively, all social care professionals must ensure that their approach is child-centered, meaning that the child’s best interests must always take precedence.

The guidance recognises that no single social care practitioner can have a complete picture of a child’s needs and circumstances; therefore, if children and families are to receive the right help at the right time, everyone who interacts with them must identify concerns, share relevant information, and act promptly.

The guidance defines safeguarding and promoting the welfare of children as protecting them from maltreatment, preventing the impairment of their mental and physical health or development, ensuring they grow up in circumstances consistent with the provision of safe and effective care, and taking action to help them all achieve the best possible outcomes.

Abuse
Physical, sexual, psychological, emotional, and financial abuse can occur in any location, such as a private residence, a children’s home, a school or college, or a healthcare facility.

Physical Abuse

Physical abuse may involve striking, shaking, throwing, poisoning, burning or scalding, drowning, or suffocating a child, or inflicting other physical injury. It may also involve parents or caretakers fabricating illness symptoms or causing illness on purpose in a child. If a young person becomes unwell after returning from a family visit, you should consider this factor.

Female Genital Mutilation

FGM is a form of physical violence in which female genitalia are cut.

This can eventually contribute to gynaecological issues. You may observe the following symptoms of FGM in the infants and adolescents in your care:

Problems urinating or incontinence
Frequent or persistent vaginal, pelvic, or urinary infections
Menstrual issues
Cysts and abscesses
Infertility
childbirth complications
Emotional and mental health issues

Emotional Abuse

Emotional abuse is the repeated emotional maltreatment of a child that results in grievous and long-lasting harm to the child’s emotional development. It may involve telling children that they are worthless, unloved, insufficient, or only valued to the extent that they fulfil the requirements of another. It may involve denying the child the opportunity to express their opinions, suppressing them on purpose, or making fun of what they say or how they communicate.

It may involve age- or developmentally inappropriate expectations being imposed on children, such as interactions that are beyond the child’s developmental capability, as well as overprotection and limitations on exploration and learning, or preventing the child from engaging in normal social interactions. It may include witnessing or hearing the ill-treatment of another person, severe bullying (including cyberbullying), causing children to feel frequently afraid or in peril, or the exploitation or corruption of children. All forms of child maltreatment entail some degree of emotional abuse, though it may also occur alone.

In England, Wales, and Scotland, emotional abuse is the second most prevalent reason a child is subject to a child protection plan or placed on the child protection register.

It is the foundation of all other types of child maltreatment. As children, emotionally abusive parents frequently experienced abuse themselves. Family stresses are frequently associated with emotional maltreatment. Also included are the imposition of age- or developmentally-inappropriate expectations on children, excessive protection, and restrictions on their exploration and learning.

Sexual Abuse

Sexual abuse occurs when a juvenile is coerced or coerced into sexual activity. There is no requirement for physical contact:

can occur online. Occasionally, the child will not comprehend that what is happening to them is maltreatment or that it is wrong. They might be hesitant to speak up. The NSPCC estimates that one in twenty children in the United Kingdom have been sexually abused.

Contact sexual abuse involves touching, where an abuser makes physical contact with a child, and it includes sexual touching of any part of the body (whether the child is wearing clothes or not), rape or penetration by putting an object or body part inside a child’s mouth, vagina, or anus, forcing or encouraging a child to engage in sexual activity, or making a child take off their clothes, touch another person’s genitalia, or masturbate them.

Non-contact sexual abuse includes grooming, exploitation, persuading minors to engage in sexual acts online, and flashing. It also includes encouraging a child to observe or listen to sexual acts and failing to take the necessary precautions to prevent a child from being exposed to sexual activity by others.

It also includes meeting a child after sexual grooming with the intent to abuse them, online abuse including creating, viewing, or distributing images of child abuse, allowing another person to create, view, or distribute images of child abuse, showing pornography to a child, and sexually exploiting a child for money, power, or status (child sexual exploitation). It is essential to emphasise that mature males are not the only perpetrators of sexual abuse. In addition to males and children, women can also commit sexual abuse.

Neglect

The most prevalent form of abuse is neglect. It is the persistent failure to meet a child’s fundamental physical and/or psychological needs, which is likely to impair the child’s health or development significantly.

Once a child is born, neglect can consist of a parent or caretaker failing to provide adequate food, clothing, and shelter (including exclusion from the home or abandonment), or failing to protect a child from physical and emotional harm or danger.

Neglect also encompasses failing to provide adequate supervision (including the use of inadequate caretakers) or failing to ensure access to appropriate medical care or treatment, as well as neglecting or ignoring a child’s fundamental emotional needs.

Additional Forms of Abuse

Other forms of abuse include risky behaviour, institutional abuse, discrimination and hate crimes, stranger abuse, domestic violence, forced marriage, and human trafficking. Abuse can occur in institutions as a result of regimens, routines, practises, and behaviours that violate the human rights of children and youth who reside or use these services.

Sexual Exploitation of Children

Child Sexual Exploitation (CSE) is a form of sexual abuse. When a child or adolescent is exploited, they are given gifts, narcotics, money, status, and affection in exchange for engaging in sexual activity. Often, children and adolescents are duped into believing they are in a loving and consenting relationship. This is known as grooming. They may trust their abuser and be unaware of the maltreatment they are experiencing.

Children and adolescents can be trafficked into or within the United Kingdom for sexual exploitation. They are moved around the country and compelled to engage in sexual activity, frequently with multiple individuals. Teens in groups may also be sexually exploited. Occasionally, abusers use violence and intimidation to intimidate or coerce a child or adolescent, leaving them with no choice. They may lend them large quantities of money, knowing that they cannot be repaid, or use financial abuse to exert control over them.

CSE can be perpetrated by anyone, regardless of age, gender, or race. The relationship could be characterised as either platonic or romantic. Exploited children and adolescents may also be used to recruit or coerce others to join groups.

Forms of Sexual Exploitation of Children

CSE can occur both in-person and online. Before moving on, an abuser will acquire a child’s trust or control them through violence or blackmail.

proceeding to sexually abuse them. This is possible in a brief amount of time. Although CSE, or the coercion that leads to it, can occur on the streets, it is typically a covert activity that is much more likely to occur in private residences than in public places. The 2011 Barnardo’s report titled ‘Puppet On a String – The Urgent Need to Cut Children Free from Sexual Exploitation’ describes the various forms of exploitation perpetrated by offenders and how children are coerced.

This includes inappropriate relationships, the partner model, peer-on-peer exploitation, CSE associated with gangs, as well as organised and/or networked sexual exploitation or trafficking. Next, we’ll examine these in greater depth.

24 2 5

Typically, in inappropriate relationships, one offender has inappropriate power or control (physical, emotional, or pecuniary) over a minor. A substantial age difference could be a sign.

The adolescent may believe he or she is in a nurturing relationship.

The boyfriend model is when the offender fosters and grooms a young person into a ‘relationship’ and then coerces or forces them to have sex with his friends or associates. The partner may be considerably older than the victim, but this is not always the case.

Peer-on-peer exploitation refers to instances in which adolescents are coerced or compelled into sexual activity by their peers or associates. This is occasionally linked to gang activity, but not always.

Children and adolescents can be sexually exploited by gangs, though this is not necessarily the reason why gangs form. Gangs may use sex as a weapon in fights with rivals, as a form of punishment, or as a means of obtaining status within the gang’s hierarchy.

Organized/networked sexual exploitation or trafficking involves the passage of children or adolescents through networks, potentially over great distances, where they are forced or coerced into engaging in sexual activity with multiple men. Typically, this occurs at “parties,” and those involved may recruit others into the network.

Some of this activity is classified as serious organised crime and may entail the organised “buying and selling” of youth by criminals. Organised CSE ranges from spontaneous networking between groups of offenders to more severe organised crime in which youth are essentially “sold.”

25 2 6 Signs of Sexual Exploitation of Children

CSE can be difficult to detect and is often confused with normal adolescent behaviour. Knowing the warning signs can protect children and assist them when they have no one to turn to. Signs of CSE include unhealthy or inappropriate sexual behaviour, fear of certain people, places, or situations, secrecy, and abrupt, extreme mood or personality changes.

Other indicators of CSE include the presence of money or items that the victim cannot or will not explain, physical signs of abuse (such as bruises or bleeding in the genital or anal regions), alcohol or substance abuse, sexually transmitted infections, and pregnancy. Other indicators of CSE include having an older boyfriend or girlfriend, staying out late or overnight, having a new group of friends, going missing from home or care, ceasing to attend school or college, hanging out with older people, other vulnerable people, or in antisocial groups, joining a gang, and engaging in criminal activities such as selling drugs or shoplifting.

A child or teen who has been trafficked across the country may not know where they are and may appear terrified, bewildered, or angry. They may realise they are being sexually exploited, causing them to feel fearful or confused and hesitant to speak with a trusted adult.

Consequences of Child Sexual Abuse

Both online and offline CSE can have long-term consequences on children and adolescents. They may struggle with trust and dread forming new relationships, isolate themselves from family and friends, fail their exams, or drop out of school.

26 2 7

In addition, they may become pregnant at a young age, lose their job and become unemployed, experience mental health issues, attempt suicide, misuse alcohol and drugs, engage in criminal activity, or become homeless.

Criminal Exploitation of Children

Child criminal exploitation (CCE) is a developing problem in which criminals and gangs recruit children and adolescents to engage in criminal activity, such as stealing or carrying drugs or weapons. The infant or teen may be abused or placed in perilous situations. The ‘county lines’ narcotic distribution model is an example of CCE.

Types of Criminal Exploitation of Children

County lines is a term used to characterise gangs that supply drugs to suburban, market, and coastal communities throughout the United Kingdom using dedicated mobile phone lines known as “deal lines.”

Children and adolescents under the age of 18 are frequently used to deliver drugs and return payments because they face less severe consequences than adults if discovered. In a practise known as “cuckooing,” county lines gangs frequently operate from the residences of local vulnerable adults, which they take over by force or coercion.

The minors’s Commissioner estimates that at least 46,000 minors are involved in gang activity in England. These children are frequently coerced, manipulated, or groomed into CCE. An adult cultivates a relationship, trust, and emotional connection with a juvenile or adolescent in order to exploit him or her.

Through social media, messaging apps, games and apps, or in-person, groomers can develop romantic relationships, mentorships, and friendships. They frequently lavish the child or adolescent with affection and presents, and take them on vacations. Children and adolescents who have experienced CCE should always be regarded as victims, not suspects.

Indications of child exploitation

Knowing the indicators of CCE can aid in giving children a voice. A juvenile is unlikely to recognise that they are being groomed or exploited, and as a result, they may remain silent. Any child can be groomed for exploitation, but some children are at a higher risk, such as children in foster care and children with disabilities, who may be targeted by groomers who wish to make the child dependent on them. Any abrupt changes in a teen’s lifestyle should be discussed with them. It is essential to remember that the indicators of CCE will manifest differently in each child or adolescent. Teenagers may also act in a manner that could be construed as “normal teenage behaviour,” which conceals CCE.

Additional indicators of CCE include persistently going missing from school or home and/or being discovered out-of-area, the unexplained acquisition of money, clothing, jewellery, or mobile phones, receiving an excessive number of text messages or phone calls, spending more time online or on their devices, and using multiple phones.

Signs also include having hotel cards or keys to unidentified locations, being secretive about who they are speaking with and where they are going, having relationships with controlling older individuals or groups, leaving home or care without explanation, unexplained absences from school, college, training, or work, returning home unusually late or staying out all night, and coming home looking dishevelled.

Other indicators of CCE include unexplained injuries with a suspicion of physical assault, carrying weapons, initiating or increasing drug use, or having large quantities of drugs on them, initiating or increasing alcohol use, losing interest in school, and a significant decline in academic performance. Signs may also include the use of sexual, gang, drug-related, or violent language, meeting unfamiliar people or associating with a gang, becoming isolated from their peers or social networks, self-harm, significant changes in their emotional well-being, sudden changes in their lifestyle, increasingly disruptive or violent behaviour, and involvement with the police.

Effects of Child Criminal Exploitation

CCE can affect any child or young person under the age of 18, just like any other form of abuse or exploitation, and it can still be exploitation even if it appears consensual or the child believes he or she is a willing participant.

CCE may involve coercion and/or bribery-based compliance methods, which may be accompanied by violence or threats of violence. CCE can be committed by any person, group, or squad, regardless of age or gender. As with all forms of abuse or maltreatment, CCE is characterised by a power imbalance in favour of the perpetrators. Age may be the most evident power imbalance, but other factors, such as gender, cognitive ability, physical strength, status, and access to economic or other resources, can also create power imbalances.

How to Deal with a Disclosure

It can be very difficult for children and adolescents to report maltreatment. Frequently, they fear negative consequences if they reveal what is occurring to them. Some may delay informing someone about abuse for an extended period of time, while others never tell anyone, regardless of their desire to do so. It is essential that children and adolescents are able to express their minds, and that whoever they tell takes them seriously and acts accordingly.

Even if a child does not verbally communicate what has occurred, there may be other indications that something is awry.

People who work with children must be able to identify the symptoms and respond appropriately. Disclosure is the process by which children and adolescents begin to discuss their maltreatment experiences with others. This can occur over an extended period of time; it is a journey, not a single act or deed.

They may disclose directly or indirectly, and they may share details of maltreatment before they are prepared to organise their thoughts and emotions. Not every disclosure will result in a formal report of abuse, an investigation, or a court case, but all disclosures should be considered seriously.

It takes extraordinary courage for a child to go through the process of disclosing abuse, so it is crucial that those who work with children and young people who are undertaking this process can provide them with the necessary support.

How Disclosing Occurs

Children and adolescents may disclose abuse in a variety of ways, including directly (by making specific verbal statements about what’s happened), indirectly (by making ambiguous verbal statements that imply something is wrong), behaviourally (by intentionally or unintentionally behaving in a way that signals something is wrong), and non-verbally (by writing letters, drawing pictures, or attempting to communicate in other ways).

They might not always realise that their actions and behaviours reveal maltreatment. They may make partial disclosures of abuse by providing some details, but not the full picture, of what they have experienced. They may withhold information because they fear getting in trouble with or upsetting their family, because they feel ashamed and/or guilty, or because they need to avoid reliving traumatic events.

Obstacles to Disclosure

Some children and adolescents are hesitant to seek assistance because they believe they have no one to turn to. They may have previously sought assistance and had a negative experience, making them unlikely to do so again.

They may also believe they will not be taken seriously or be too humiliated to discuss a private or personal issue with an adult. They may be concerned about privacy and lack trust in the people around them (including their parents) and the professionals attempting to assist them.

Many of them dread the repercussions of asking for assistance or worry they will cause trouble and exacerbate the situation, and many find formal procedures intimidating. Not all of them will recognise that they have been abused, for instance if they were manipulated.

Identifying Signs of Abuse

Those who have been abused as children or adolescents may want to inform someone, but lack the words to do so. They may attempt to disclose abuse by providing adults with hints through their actions and words. Adults must be able to recognise the indicators that a child or adolescent may be distressed and ask pertinent questions about the possible causes.

Never wait until a child or adolescent explicitly discloses abuse before taking action. Instead, inquire about the child’s well-being or communicate your concerns with your

organization’s designated head for safeguarding.

Waiting for a child to be ready to discuss their experiences could result in the continuation of abuse, putting them or another child at risk of significant injury. Also affecting the child’s mental health is a delay in taking appropriate action.

They may experience hopelessness and despair and wonder why nobody is helping them. This may discourage them from pursuing assistance in the future and instill distrust in them towards adults.

Assisting Children in Disclosure of Abuse

It is essential to foster an environment in which children and adolescents feel secure speaking up if something concerns them.

They must be able to recognise abuse, understand that it is bad, and know with whom they can discuss it. The individuals they choose to disclose to must listen, comprehend, and respond appropriately for the child to receive the necessary assistance, support, and protection.

Talking PANTS (the knickers rule) is an easy method to discuss sexual abuse prevention with children as young as four.

It teaches children the names of their body parts and which parts are private, the distinction between appropriate and inappropriate touching, that they have the right to say “no,” and who they can trust and turn to for assistance.

Talking PANTS

The NSPCC and Childline state, ‘Talk PANTS (the knickers rule) and you’re covered!’

Privates are private. The areas of your body that your knickers covers are private. No one may request to see or touch them.

Nobody should request that you contact or observe the areas of their body covered by their pants. Sometimes physicians, nurses, or family members may need to touch or examine a patient, but they should always explain why and ask permission beforehand.

Always remember that your body is yours. It is your body, no one else’s. Nobody should compel you to perform humiliating or uncomfortable tasks. Inform a trusted adult if someone attempts to extort you.

No means no. You have the freedom to say ‘no’, even to a family member or someone you care about. Remember that you control your body and that your emotions are significant.

Talk secrets that distress you. Secrets should not cause distress or anxiety. If they do, inform a responsible adult. You will never get in trouble for revealing an upsetting secret.

Speak up, someone can assist you. Discuss things that make you anxious or agitated. A trustworthy adult will listen and be able to assist. It does not have to be a relative. It could be a teacher or a friend’s parent, or even a Childline.

Encouraging children and adolescents to seek assistance and support

Numerous children and adolescents will pursue assistance because they are aware of where to go and believe it will make a difference. Others may lack the self-assurance or fear to seek assistance. They may not receive the necessary assistance until they reach a crisis point. Make it as simple as possible for young people to locate and accept assistance by reinforcing positive messages about those who seek assistance – seeking assistance is a sign of fortitude. Encourage parents to assist their children in seeking assistance and to be optimistic about young people’s ability to adapt and resiliency.

Listen to the individuals you assist and use their feedback to improve your services. Lack of awareness is a significant barrier preventing young people from seeking assistance.

Consider the young person as a whole and interact with them in light of their strengths and weaknesses. Build trust by treating young people with dignity and empowering them with the skills and resources necessary to support their friends, peers, and family members. Consider the function of new technologies as a supplement to other methods of youth support.

Responding to Revelations

These three essential interpersonal skills will help a child or adolescent feel heard and taken seriously.

Demonstrate your concern and assist them in opening up: Give them your undivided attention and maintain an encouraging body language. Be compassionate and understanding, and reassure them that their emotions matter. Expressions such as “you’ve displayed such courage today” are helpful.

Take it easy, ease down: Respect intervals and refrain from breaking them. Allow them to move at their own rate. Identify and react to their body language. Consider that it may take multiple conversations for them to share what has occurred.

Demonstrate your comprehension and interest in what they’re saying by reflecting back what they’ve said. Reflect back what they’ve said to ensure you’ve understood, and use their language to demonstrate that you’re speaking from their perspective. It is essential to reassure a child who reports experiencing abuse that they have done the right thing by telling you. Make sure they understand that they are never to blame for maltreatment. Never discuss the child’s disclosure with the alleged perpetrator, as this could make matters much worse for the child.

Taking an Objective Approach

It is crucial that a child who is attempting to disclose abuse feels they are being listened to and taken seriously. However, there is a risk that if you believe the child’s account without thoroughly investigating the situation, this could lead to unfair bias against the alleged abuser as formal investigations progress.

Therefore, it is essential to maintain objectivity when responding to disclosures and to follow your organization’s procedures to ensure that each case is dealt fairly and transparently and that the child receives the necessary protection and support.

Keeping Notes

It is essential to maintain accurate and thorough records of any child-related concerns. These must be shared with your designated child protection coordinator. Your notes should include the child’s information (name, age, address), what the child said or did that caused you concern, the child’s precise words if they made a verbal disclosure, and any information the child has provided about the alleged abuser.

Sharing Information

Sharing information in a timely manner is essential for protecting and fostering the welfare of children. You must determine what information is appropriate to share and with whom to share it. Safety and well-being of the infant and anyone else who may be affected by the situation should take precedence. Ensure that the information is shared promptly and securely. The sooner concerns are reported, the better. This means that the details will be current in your mind, allowing you to act swiftly. Determine the amount of information that should be shared. This will depend on the intent of the sharing.

Use straightforward and precise language, keeping in mind that different agencies may use and interpret terminology differently. Ensure the accuracy of the information you are presenting. Clarify what is factual and what is based on your or other people’s opinions.

Never assure a child that the information they share with you will remain secret or confidential. Explain that you must share what they have shared with someone who can assist you.

How to Report an Issue

If you believe that a child is in imminent peril, call the police at 999.

If you are concerned about a child who is not in imminent danger, you should communicate your worries. Follow your organization’s procedures for child protection. Organisations that work with children and families must have in place policies and procedures for child and family protection.

Contact the child protection services team of the local government with jurisdiction over the child’s residence. Their contact information can be discovered on the website of the local government. The police and/or the child protection services team will conduct a risk assessment and protect the child, if necessary, through legal intervention or other support.

Dealing with Your Emotions

If a child needs to disclose abuse or exploitation, the practitioner must maintain as much composure as feasible. The child must be listened to so that they feel as secure as possible. A practitioner’s emotive outburst, no matter how well-intentioned or justifiable, may discourage a child from ever disclosing again.

If a disclosure effects you emotionally, you should first ensure the child’s safety and then appropriately process your emotions. Emergency supervision is a great means to accomplish this, but it must be completed regardless of the method chosen.

Abuse Remains Hidden Despite the Increase in Reported Cases

Experts have warned that child sexual abuse (CSA) remains “very hidden” despite increases in the number of cases identified over the past year. The centre of expertise on child sexual abuse warned that while the identification of CSA in assessments in England reached record levels in 2021-22, relatively few children were placed on child protection plans for this reason and many more cases of abuse went unreported.

In a report on data trends for 2021-22 published yesterday, the CSA Centre identified a ‘concerning’ postcode lottery in the identification of child abuse in assessments and in the number of children subsequently placed on child protection plans. In relation to sexual abuse, the report indicated the need for improved data as well as greater training and support for practitioners.

Immediate Action Required to Improve Social Care for Children

As a result of the fatalities of Star Hobson and Arthur Labinjo-Hughes, the government has launched a groundbreaking plan to improve child care.

The chairman of the Local Government Association, Councillor James Jamieson, stated, “Immediate action is imperative.” Sir Peter Wanless, chief executive officer of the NSPCC, stated that the government should “support delivering significant and meaningful change immediately.”

The proposal is a response to three recent reviews of the children’s social care sector, one of which found that local services ‘too often’ ignored relatives’ warnings.

Protection and COVID-19

The National Society for the Prevention of Cruelty to Children has conducted research on the potential dangers children face and the reasons why these dangers may have increased during the pandemic.

Their main findings, published in ‘Safeguarding and COVID-19: Social Isolation and the Risk of Child Abuse During and After the Coronavirus Pandemic’, fall into three broad categories.

Increase in Parental and Carer Stressors: The research confirms that when carers are overburdened by stressors in their lives, the risk of child maltreatment increases. There are signs that the coronavirus pandemic has increased carers’ exposure to stressors.

There is evidence that the conditions caused by the coronavirus pandemic have increased the susceptibility of children and adolescents to certain forms of abuse, such as online abuse, domestic abuse, criminal exploitation, and child sexual exploitation.

There is evidence that the normal safeguards that we rely on to protect children and adolescents have been diminished during the pandemic. However, social connections and social support can contribute to the safety and well-being of children.

 Case Study 1 Randall is a 15-year-old adolescent of mixed ethnic background who is ‘exploring his sexuality,’ according to professionals. He is rumoured to be unaware of secure methods for meeting other gay youth.

According to credible sources, Randall has been observed loitering at bus locations.

He has disclosed to professionals that groups of men are grooming him to exchange sex for alcohol, cigarettes, and social acceptability. Professionals are working with Randall to keep him away from dangerous areas, but they are aware that he continues to go AWOL and cannot always account for his whereabouts.

This case study demonstrates the significance of professionals and guardians being aware of the dangers of sexual exploitation and engaging with children about their safety.

Case Study 2

Ben’s mother kicked him out after an argument when he was 15 years old, and he was compelled to live with his alcoholic father.

Ben was frequently locked out of his home in the evenings because his alcoholic father was unconscious inside. Daniel, a neighbour, saw Ben waiting outside his home for his father to let him in one night and saw an opportunity. Daniel offered Ben a supper, and when Ben’s father did not awaken to let him in, he allowed Ben to spend the night. Over the next few months, Ben spent the majority of his evenings at Daniel’s residence. Daniel provided him with free food, clothing, and lodging. Ben felt for the first time that someone cared about him.

Daniel informed Ben that he must now repay him for his generosity and kindness, as well as the money Ben had spent on clothing and sustenance. He stated that Ben could repay his debt through the sale of marijuana. Ben was aware that this was illegal and could get him in trouble, but he consented because he did not wish to anger Daniel and be expelled once more. He had no other options!

Ben began missing school after being forced to travel across the United Kingdom to sell narcotics for Daniel. The distances Daniel forced Ben to travel and the dangers he faced increased over time. On occasion, he would travel from Manchester to Brighton. Ben initially asked Daniel to accompany him, but Daniel always said he was too occupied, so Ben had to go alone to repay his debt. Ben’s mother kicked him out after an argument when he was 15 years old, and he was compelled to live with his alcoholic father. Ben was frequently locked out of his home in the evenings because his alcoholic father was unconscious inside.

Daniel, a neighbour, saw Ben waiting outside his home for his father to let him in one night and saw an opportunity. Daniel offered Ben a supper, and when Ben’s father did not awaken to let him in, he allowed Ben to spend the night. Over the next few months, Ben spent the majority of his evenings at Daniel’s residence. Daniel provided him with free food, clothing, and lodging. Ben felt for the first time that someone cared about him. Daniel informed Ben that he must now repay him for his generosity and kindness, as well as the money Ben had spent on clothing and sustenance. He stated that Ben could repay his debt through the sale of marijuana. Ben was aware that this was illegal and could get him in trouble, but he consented because he did not wish to anger Daniel and be expelled once more. He had no other options!

Ben began missing school after being forced to travel across the United Kingdom to sell narcotics for Daniel. The distances Daniel forced Ben to travel and the dangers he faced increased over time. On occasion, he would travel from Manchester to Brighton. Ben initially asked Daniel to accompany him, but Daniel always said he was too occupied, so Ben had to go alone to repay his debt.

To encourage Ben to complete this task, Daniel gave him expensive clothing, footwear, timepieces, and technology. Ben cherished these objects, which he perceived as evidence that Daniel esteemed him and that their relationship had evolved from one of repayment to one of partnership. On the few occasions Ben’s father saw him, he would inquire about these costly items and their origin. Ben desired to reveal the truth, but Daniel instructed him not to, so he stated that he obtained the items from a friend. Daniel gave Ben a new mobile phone as one of his gifts, but he made it plain that it was only to be used for drug sales. Ben was required to always carry this phone and be available to Daniels’ patrons.

Daniel had told Ben that he had to sell more than cannabis and had moved him on to the sale of Class A narcotics, which increased the difficulty of Ben’s work. He feared being apprehended with the narcotics.

Once, he asked Daniel for a day off, and Daniel screamed at him, accusing him of being ingratitude.

During his time working for Daniel, Ben was frequently encouraged or even compelled to sample the drugs he sold, as well as the beer Daniel gave him to “relax.” Ben’s drug dependence grew to the point where he could no longer regulate it over time.

A group of police officers observed Ben drinking on a bus while he was delivering narcotics along the southern coast. They approached Ben and inquired about his age. Suspicious, they decided to investigate Ben’s pockets and discovered £10,000 worth of Class A drugs. Ben was in custody. Ben was identified by the police as a possible victim of county lines minor criminal exploitation, and his case was referred to the National Referral Mechanism. As a result, Ben was assigned an Independent Child Trafficking Advocate to assist him in understanding the available support and to prevent him from being trafficked again.

In this case study, the five warning signs of CCE are (1) a young boy who is not in school or at home, (2) a child from outside the area who is travelling alone, (3) a child with expensive clothing or money that cannot be accounted for, (4) a child with multiple mobile phones, and (5) a young boy who uses alcohol or drugs.

It is not uncommon for young or vulnerable people to be enticed by false promises and ensnared in exploitative situations.

Recognising the indicators of CCE is crucial for preventing these offences.

Final Reflection

Everyone involved in the care of children and adolescents must have a comprehensive comprehension of safeguarding. Additionally, they must comprehend the unique vulnerabilities faced by children and adolescents in care.

At the very least, they should be aware of their responsibilities to report concerns about the children and youth in their care to the individual responsible for safeguarding in their organisation.

This also necessitates vigilance regarding the reporting of bruises and injuries, as well as an understanding that although children and adolescents may not verbalise their maltreatment, it may manifest in their behaviour.

It is also crucial that they are aware of the concerns expressed by other practitioners regarding children and adolescents, and that they acquire the skills necessary to ensure that children and adolescents can safely discuss any difficulties and concerns with them.