AN INTRODUCTION TO CHILD PROTECTION (A LEVEL 1 COURSE)

Course Outline

A half-day (am) course focusing on a multi-agency approach and response to Child Protection issues.  The course will focus on the definitions and types of abuse as well as signs and symptoms of abuse.  The course addresses issues of confidentiality and the referral process and highlights current national guidance.

Aims / Objectives

• To increase knowledge of the evidence base in relation to Child Abuse
• To encourage participants to work across agencies in managing child protection concerns
• To increase participants knowledge of indicators of child protection conerns
• To raise awareness of local and government policies and guidance in child protection

Learning Outcomes - at the end of this course participants will:

• Be aware of the definitions and types of abuse
• Understand their own and other agency roles in child protection
• To be able to respond to concerns about the welfare of children and make referrals as appropriate
• Be aware of the child protection process

Target Staff

The introductory course is for staff who are involved in service provision to children who need to have an understanding of and respond appropriately to child protection concerns.

Trainer(s)

Stephanie Bailey, Designated Nurse, B&NES PCT.

Related Common Core of Knowledge Skills

Effective communication and engagement with children, young people, their families and carers

Summarising and explaining

• Explain to the child, young person, parent or carer what kind of information you may have to share with others.
• Explain what has happened or what will happen next and check their understanding and where appropriate their consent in the process.

Consultation and negotiation

• Share reasons for action with child or young person and those caring for them.

Confidentiality and ethics

• Remember and understand the procedures and legislation relating to
  confidentiality issues that apply to your job role.

Understand the limits of confidentiality that apply to your job role and that sometimes it is necessary to go against a child or young person’s expressed wishes in their best interests and, where this is the case, ensure that the child or young person understands what is happening and why.

Sources of support

• Know when and how to refer to sources of information, advice or support from different agencies or professionals

Child and young person development

Observation and judgement

• Listen actively and respond to concerns expressed about developmental or behavioural changes.
• Record observations in an appropriate manner.
• Be able to distinguish between fact and opinion.
• Where you feel that further support is needed, know when to take action yourself and when to refer to managers, supervisors or other relevant staff.

Safeguarding and promoting the welfare of children

Communication, recording and reporting

• Being able to recognise when a child or young person is in danger or at risk of harm and take action to protect them.
• Undertake (formal or informal) assessments and be alert to concerns about a child or young person’s safety or welfare, including unexplained changes in behaviour and signs of abuse or neglect.

Personal skills

• Understand the different forms of abuse and their impact on children’s
              development

Legal and procedural frameworks

• Have awareness and basic knowledge, where appropriate of the most current legislation.

Wider context of services

• Know when and how to discuss concerns with parents and carers
• Understand the necessity of information sharing within the context of children and young peoples well-being and safety

Self-knowledge

• Know the boundaries of personal competence and responsibility, know when to involve others, and know where to get advice and support.

Multi-agency working

Assertiveness

• Be proactive, initiate necessary action and be able and prepared to put forward your own judgements.

Procedures and working methods

• Know what to do in given cases e.g. for referrals or raising concerns.
• Know what the triggers are for reporting incidents or unexpected behaviour.

Sharing Information

Engagement

• Create an environment of trust, by seeking consent where possible and  family or carer. Respect the skills and expertise of other professionals.
• Encourage children, young people and their families to share information where appropriate, ensuring that they understand why it is important to do so.

Importance of information sharing

• Understand the importance of sharing information, how it can help and the dangers of not doing so.
• Understand that consent is not always necessary to share information, even where information is confidential in nature, it may be shared without consent in certain circumstances (for example, where the child is at risk of harm or where there is a legal obligation to do so).

Roles and responsibilities

• Know how to share information – in writing, by telephone, electronically or in person.
• Know who to share information with and when; understand the difference between information sharing on individual, organisational and professional levels.

Awareness of complexities

• As far as possible, make clear to the child or young person, parent or carer how the information they provide will be used.

Awareness of law and legislation

• Have awareness and basic knowledge of current legislation and the common law duty of confidentiality.