A system of care has been defined by the Center for Mental Health Ser- vices, Substance Abuse and Mental Health Services Administration, U. S. Department of Health and Human Services as a coordinated continuum of mental health and related services and supports designed to work with families to help children and adolescents with serious emotional distur- bances get the services they need, in or near their home and community. In systems of care, local public and private organizations work in teams with families to plan and implement a tailored set of services for each child’s physical, emotional, social, educational, and family needs. Teams include family advocates and representatives from mental health, health, education, child welfare, juvenile justice, vocational rehabilitation, recre- ation, substance abuse, and other services. In effective systems of care, teams include the child and family and build upon the child’s and fam- ily’s strengths rather than focusing solely on problems.
In some sites the development work undertaken during the Pilot focused upon the MARAC and its contribution to domestic abuse and safeguardingchildren work. The MARAC is a multi-agency forum with a particular role to consider high risk domestic abuse cases (Steel et al. 2011). While the primary orientation of the MARAC is upon adults, the Pilot found notable differences across sites in the extent to which the implications for children and young people and their safeguarding needs were
5.8 The fact that a person tenders his or her resignation, or ceases to provide their services, must not prevent an allegation being followed up in accordance with these procedures. It is important that every effort is made to reach a conclusion in all cases of allegations bearing on the safety or welfare of children including any in which the person concerned refuses to cooperate with the process. Wherever possible the person should be given a full opportunity to answer the allegation and make representations about it, but the process of recording the allegation and any supporting evidence, and reaching a judgement about whether it can be regarded as substantiated on the basis of all the information available should continue even if that cannot be done or the person does not cooperate. It may be difficult to reach a conclusion in those circumstances, and it may not be possible to apply any disciplinary sanctions if a person’s period of notice expires before the process is complete, but it is important to reach and record a conclusion wherever possible. 5.9 By the same token so called “compromise agreements” by which a person agrees to resign, the school or FE college agrees not to pursue disciplinary action, and both parties agree a form of words to be used in any future reference, must not be used in these cases. In any event, such an agreement will not prevent a thorough police investigation where that is appropriate. Nor can it override the statutory duty to make a referral to the Independent Safeguarding Authority where circumstances require that.
1.1 The formal reporting requirements concerning children and young people (outlined in “Working Together to Safeguard Children *(2013) are different to those required for vulnerable groups as outlined in the Safeguarding Vulnerable Groups (2006) Act, amended by the Protection of Freedoms Act 2012. (However, the University’s initial approach in providing, where reasonable, a safe and healthy environment and in responding to a disclosure or concern is the same for any vulnerable person as defined in the Safeguarding Policy (Chapter One of this document.)
Crime and policing-related problems – be they violence, abuse or child sexual exploitation - do not respect organisational boundaries but demand coordinated responses and joined-up solutions. In short, they necessitate policing partnerships. Nevertheless, the challenges associated with partnership working across organisational boundaries, cultures and established practices are significant. The benefits, however, are many and varied. Partnerships afford the potential coordination and pooling of expertise, information and resources, as well as opportunities for innovation, learning and cultural change that foster preventive and problem-solving approaches. Whilst a philosophy of partnership is strongly embedded within contemporary policy - notably in the context of child protection and safeguarding - there remains much to learn in developing and fostering multi-agency collaborations that achieve real public safety outcomes for the well-being of children and young people. Against this background Professor Adam Crawford and Dr Xavier L’Hoiry of the Centre for Criminal Justice Studies at the University of Leeds conducted exploratory research into policing partnerships with a focus on safeguardingchildren across Leeds in collaboration with West Yorkshire Police and the Police and Crime Commissioner for West Yorkshire.
Safeguardingchildren affected by domestic abuse is an important public policy concern and a key responsibility for professionals working with children and families (Department of Health 2005, 2009, 2010, HM Government 2013, Home Office 2010, 2011, 2012). Despite the wealth of policy and practice guidance and research on this topic professionals often face difficulties understanding and responding appropriately to families and children where domestic abuse is an issue (see Humphreys & Stanley 2006, Brandon et al. 2008; Devaney 2008, Stanley et al. 2010, Hester 2011). This paper reports findings from qualitative research undertaken in 2011 which explored the challenges for professionals, particularly those who provide universal and additional support services such as health visitors and school nurses, education and early years staff (Department of Health 2009), in relation to safeguardingchildren affected by domestic abuse. The paper has a particular focus upon how they recognise and meet the safety and support needs of children and young people and barriers to developing this area of work.
Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns. For example, paediatricians, GPs, youth workers, those working in the early years sector, residential staff, midwives, school nurses, health visitors, sexual health staff, teachers,
2. Announced inspections of safeguarding and services for looked after children run on a three-year cycle. The first inspections took place in June 2009 and the last inspection took place during July 2012. As at 31 July 2012, there had been 160 inspections of safeguarding and looked after children's services completed, including two full inspections and six re- inspections of safeguarding only. Over the whole period all 151 local authorities have been inspected for both service areas. 3. The framework for the safeguarding and the looked after children inspections was reviewed during the three-year inspection cycle and a revised framework, incorporating minor changes, was introduced in November 2010. The first inspections took place under the revised framework from week beginning 27 November 2010. The judgements for Overall effectiveness and Capacity to improve are comparable and judgements for both inspection frameworks are therefore included in the table.
Abuse is often hidden in our society and can be overlooked. Safeguardingchildren and vulnerable adults therefore is an overriding professional duty for registered optical practitioners and practices, in the same way as for all other health and social care practitioners and providers. This guidance will help you to be vigilant, able to recognize and report abuse, and to help keep your patients safe.
the Organisation would amount to a breach of this Agreement or the SafeguardingChildren Program; Ongoing Accreditation Assessment Plan means the practical arrangements agreed between the Parties, as may be varied by agreement between the Parties, that will facilitate ACF’s assessment of whether the Organisation continues to meet the requirements for Accreditation during the Term of the Accreditation, including arrangements relating to ACF conducting audits from time to time and the Organisation’s prompt rectification of any issues identified from those audits;
All external contractors engaged by Crystal Palace FC undergo a suitability test prior to commencing work. This will include evidencing the contractor’s Safety Record, Safety Policy, Liability Insurance, Risk assessment and details of Competent Person. On arrival at the club the contractor will receive a site induction from a member of the safety & security team which covers safeguardingchildren and give details of the club’s expected code of behaviour. Contractors are subject to regular inspection from club staff. In the event of a Contractor carrying out work on an area that is usually occupied by children this work, where possible, will be undertaken when children are not present.
Our review of the current literature about the health visiting role in safeguarding and protecting children has enabled us to identify and discuss the current state of knowledge on this topic. The available research evidence is limited and has been generated from mainly small scale qualitative studies or literature reviews. This reflects the findings of an earlier extensive review of health visiting research which also found limited literature specifically about the safeguarding and child protection role of health visitors (Cowley et al, 2013). In discussing this aspect of practice Cowley et al (2013) emphasised the role of health visitors as ‘case finders’, approaches to assessment and work with vulnerable groups such as asylum seekers and refugees. There are some gaps in knowledge; for example we identified no recent research examining service user views of the health visiting role in safeguarding and
We urge trusts and strategic health authorities to study our findings carefully, and to use them to reflect again on their own arrangements for safeguarding. Later this summer, we will provide the NHS with our detailed, local findings. Our aim is to equip them with the information they need to compare their arrangements for safeguarding with similar organisations and make any necessary improvements. In less than a year’s time, all NHS trusts will be required to register their services with us, and effective arrangements for the safeguarding and protection of children will be part of our requirements. We will use information gathered for this review, data from our annual health check and other sources of information as part of the NHS registration process. We will also consider how much we should limit a trust’s performance ‘score’ in our annual assessment if it has poor arrangements for safeguardingchildren. Clear national and statutory frameworks for
In 2007, the Scottish Executive published Safer Recruitment through Better Recruitment: Guidance in Relation to Staff Working in Social Care and Social Work Settings (14). The guidance covered a Foundation Level of safer recruitment practice to meet existing requirements and a Higher Level which provides best practice to promote continuous improvement. The Foundation Level covered: disclosure checks on criminal records and individuals disqualified from working with children, checks of appropriate registers and lists including verification of identity and qualifications, and the request and follow up of references. The Higher Level covered a range of good practice, including: having a recruitment and selection policy statement; developing competencies for posts; job description; person specification; application form; information pack for candidates; scrutinising applications and shortlisting; screening interview to check information on the application form; invitation to interview; interview panel; scope of the interview to include attitude towards vulnerable people and safeguarding; the personal interview; conditional offer of appointment and pre-appointment checks;
• Schools are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. Schools and colleges should have clear procedures in place for protecting children at risk of radicalisation. These procedures may be set out in existing safeguarding policies. It is not necessary for schools and colleges to have distinct policies on implementing the Prevent duty.
This study explored the perceptions, opinions and experiences of safeguarding education within pre-registration children’s nursing curricula. The participants identified the need to integrate more practice based workshops within existing safeguarding education, in order to support the development of their role as a practitioner once qualified. Other themes highlighted include, adopting both a multi-professional and uni-professional approach to safeguarding education to support the knowledge and understanding of other professional roles and responsibilities in safeguardingchildren and young people. Finally, all topics such as for instance; mental health and parental factors, which include the toxic trio should be intertwined in safeguarding education, as they are all inextricably linked.
children. It has a specific section on the abuse of disabled children (Paragraphs 11.28 –11.32) which highlights that disabled children may be especially vulnerable to abuse. Working Together makes clear that safeguards for disabled children are essentially the same as for non-disabled children and emphasises that particular attention should be paid to promote high standards of practice, a high level of awareness of the risks of harm and strengthening the capacity of children and families to help themselves.The guidance states that where there are concerns about the welfare of a disabled child they should be acted upon in accordance with the statutory guidance in chapter 5 of Working Together, in the same way as with any other child. Expertise in safeguarding and promoting the welfare of children and in disability has to be brought together to ensure disabled children receive the same protection from harm as other children. Direct communication with children, including disabled children is given high priority within Working Together. “Where a disabled child has communication impairments or learning disabilities, special attention should be paid to communication needs, and to ascertain the child’s perception of events, and his or her wishes and feelings. In every area, children’s social care and the police should be aware of non-verbal communication systems, when they might be useful and how to access them, and should know how to contact suitable interpreters or facilitators. Agencies should not make assumptions about the inability of a disabled child to give credible evidence, or to withstand the rigours of the court process. Each child should be assessed carefully, and helped and supported to participate in the criminal justice process when this is in the child’s best interest and the interests of justice.” (Paragraph 11.31)
In the Government’s response to Hidden Harm, this recommendation was accepted, with the recognition that the newly formed local Safeguarding Children’s Boards would be responsible for safeguardingchildren including those who may be put at risk due to parental drug misuse. In response to the ACMD report this multi agency practice guidance has been produced. The guidance has been developed through consultation with partner agencies, parents etc a variety of methods were used whilst preparing this document e.g. survey monkey, focus groups, face to face etc.
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person .It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally
longitudinal view of children reported to child protection service agencies during the first five years of life in California. It also allows for examination of population-level trends in the presence of risk factors associated with child abuse and neglect. Emily Putnam-Hornstein and colleagues (2011) contextualise their discussion within a public health framework, arguing that defining the problem through data collection and surveillance efforts