Telephone: (023) 9258 7931

Sunday, 26th May 2013

NEED TO TALK? ADDITIONAL INFORMATION FOR PARENTS & CARERS

Pupils are encouraged to speak out if there is anything that they are concerned about. They are reminded of this through our ‘Need to talk’ posters. These posters, as well as the School’s anti-bullying Charter, are in every classroom as well as in corridors and in Planners. The posters give information about who pupils and students can talk to both in school and out of school. The Citizenship Programme and Assemblies include information about staying safe, appropriate relationships, where and who to go to for more information and who can help them.

Staff receive training and an annual update on Child Protection. They are reminded of the different categories of child abuse and some of the indicators that a child may be being abused. It does not, of course, mean that a child who shows any of the indicators listed is being abused but this information may also be of help to parents in being alert to children’s behaviour and so it is shown below.

Useful Advice Links

WHAT IS CHILD ABUSE?

What is abuse and neglect?

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by a stranger. They may be abused by an adult or adults, or another child or children.

Physical abuse

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse

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 feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying, causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.

Sexual abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (e.g., rape, buggery or oral sex) or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

Neglect

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:

• provide adequate food, clothing and shelter (including exclusion from home or abandonment)
• protect a child from physical and emotional harm or danger
• ensure adequate supervision (including the use of inadequate care-givers)
• ensure access to appropriate medical care or treatment

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

INDICATORS OF ABUSE

NEGLECT

The nature of neglect:

Neglect is a lack of parental care but poverty and lack of information or adequate services can be contributory factors.

Far more children are registered to the category of neglect on child protection plans than to the other categories. As with abuse, the number of children experiencing neglect is likely to be much higher than the numbers on the plans.

Neglect can include parents or carers failing to:

• provide adequate food, clothing and shelter
• protect a child from physical and emotional harm or danger
• ensure adequate supervision or stimulation
• ensure access to appropriate medical care or treatment.

NSPCC research has highlighted the following examples of the neglect of children under 12:

• frequently going hungry
• frequently having to go to school in dirty clothes
• regularly having to look after themselves because of parents being away or having problems such as drug or alcohol misuse
• being abandoned or deserted
• living at home in dangerous physical conditions
• not being taken to the doctor when ill
• not receiving dental care.

Indicators of neglect:

Neglect is a difficult form of abuse to recognise and is often seen as less serious than other categories. It is, however, very damaging: children who are neglected often develop more slowly than others and may find it hard to make friends and fit in with their peer group.

Neglect is often noticed at a stage when it does not pose a risk to the child. The duty to safeguard and promote the welfare of children would suggest that an appropriate intervention or conversation at this early stage can address the issue and prevent a child continuing to suffer until it reaches a point when they are at risk of harm or in significant need.

Physical indicators of neglect

• Constant hunger and stealing food
• Poor personal hygiene - unkempt, dirty or smelly
• Underweight
• Dress unsuitable for weather
• Poor state of clothing
• Illness or injury untreated
• Looking sad, false smiles

Behavioural indicators of neglect

• Constant tiredness
• Frequent absence from school or lateness
• Missing medical appointments
• Isolated among peers
• Frequently unsupervised/li>
• Stealing or scavenging, especially food
• Destructive tendencies

EMOTIONAL ABUSE

The nature of emotional abuse:

Most harm is produced in low warmth, high criticism homes, not from single incidents. Emotional abuse is difficult to define, identify/recognise and/or prove. Emotional abuse is chronic and cumulative and has a long-term impact. All kinds of abuse and neglect have emotional effects although emotional abuse can occur by itself. Children can be harmed by witnessing someone harming another person – as in domestic violence.

Indicators of emotional abuse:

It is sometimes possible to spot emotionally abusive behavior from parents and carers to their children, by the way that the adults are speaking to, or behaving towards children. An appropriate challenge or intervention could affect positive change and prevent more intensive work being carried out later on.

Developmental issues

• Delays in physical, mental and emotional development
• Poor school performance
• Speech disorders, particularly sudden disorders or changes.

Behaviour

• Acceptance of punishment which appears excessive
• Over-reaction to mistakes
• Continual self-deprecation (I’m stupid, ugly, worthless etc)
• Neurotic behaviour (such as rocking, hair-twisting, thumb-sucking)
• Self-mutilation
• Suicide attempts
• Drug/solvent abuse
• Running away
• Compulsive stealing, scavenging
• Acting out
• Poor trust in significant adults
• Regressive behaviour – e.g., wetting
• Eating disorders
• Destructive tendencies
• Neurotic behaviour
• Arriving early at school, leaving late

Social issues

• Withdrawal from physical contact
• Withdrawal from social interaction
• Over-compliant behaviour
• Insecure, clinging behaviour
• Poor social relationships

Emotional responses

• Extreme fear of new situations
• Inappropriate emotional responses to painful situations (“I deserve this”)
• Fear of parents being contacted
• Self-disgust
• Low self-esteem
• Unusually fearful with adults
• Lack of concentration, restlessness, aimlessness
• Extremes of passivity or aggression

PHYSICAL ABUSE

Indicators of Abuse:

Most children collect cuts and bruises quite routinely as part of the rough and tumble of daily life. Clearly, it is not necessary to be concerned about most of these minor injuries. But accidental injuries normally occur on the bony prominences – eg shins. Injuries on the soft areas of the body are more likely to be inflicted intentionally and should therefore make us more alert to other concerning factors that may be present.

A body map (annex 4) can assist in the clear recording & reporting of physical abuse. The body map should only be used to record observed injuries and no child should be asked to remove clothing by a member of staff of the school.

Factors that should increase concern

• Multiple bruising or bruises and scratches (especially on the head and face).
• Clusters of bruises – eg fingertip bruising (caused by being grasped).
• Bruises around the neck and behind the ears – the most common abusive injuries are to the head.
• Bruises on the back, chest, buttocks, or on the inside of the thighs.
• Marks indicating injury by an instrument – eg linear bruising (stick), parallel bruising (belt), marks of a buckle
• Bite marks
• Deliberate burning may also be indicated by the pattern of an instrument or object – eg electric fire, cooker, cigarette.
• Scalds with upward splash marks or tide marks
• Untreated injuries
• Recurrent injuries or burns
• Bald patches.

In the social context of the school or college, it is normal to ask about a noticeable injury. The response to such an enquiry is generally light-hearted and detailed. So, most of all, concern should be increased when:

• the explanation given does not match the injury
• the explanation uses words or phrases that do not match the vocabulary of the child (adults words)
• no explanation is forthcoming
• the child (or the parent/carer) is secretive or evasive
• the injury is accompanied by allegations of abuse or assault

You should be concerned if the child or young person:

• is reluctant to have parents/carers contacted
• runs away or shows fear of going home
• is aggressive towards themselves or others
• flinches when approached or touched
• is reluctant to undress to change clothing for sport
• wears long sleeves during hot weather
• is unnaturally compliant in the presence of parents/carers.
• has a fear of medical help or attention
• admits to a punishment that appears excessive.

SEXUAL ABUSE

The nature of sexual abuse:

Sexual abuse is often perpetrated by people who are known and trusted by the child – eg relatives, family friends, neighbours, babysitters, people working with the child in school, faith settings, clubs or activities.

Characteristics of child sexual abuse:

• it is often planned and systematic – people do not sexually abuse children by accident, though sexual abuse can be opportunistic
• grooming the child – people who abuse children take care to choose a vulnerable child and often spend time making them dependent
• grooming the child’s environment – abusers try to ensure that potential adult protectors (parents and other carers especially) are not suspicious of their motives.

Most people who sexually abuse children are men, but some women sexually abuse too.

Indicators of sexual abuse:

Physical observations

• Damage to genitalia, anus or mouth
• Sexually transmitted diseases
• Unexpected pregnancy, especially in very young girls
• Soreness in genital area, anus or mouth and other medical problems such as chronic itching
• Unexplained recurrent urinary tract infections and discharges or abdominal pain

Behavioural observations

• Sexual knowledge inappropriate for age
• Sexualised behaviour or affection inappropriate for age
• Sexually provocative behaviour/promiscuity
• Hinting at sexual activity Inexplicable decline in school performance
• Depression or other sudden apparent changes in personality as becoming insecure or clinging
• Lack of concentration, restlessness, aimlessness
• Socially isolated or withdrawn
• Overly-compliant behaviour
• Acting out, aggressive behaviour
• Poor trust or fear concerning significant adults
• Regressive behaviour, Onset of wetting, by day or night; nightmares
• Onset of insecure, clinging behaviour
• Arriving early at school, leaving late, running away from home
• Suicide attempts, self-mutilation, self-disgust
• Suddenly drawing sexually explicit pictures
• Eating disorders or sudden loss of appetite or compulsive eating
• Regressing to younger behaviour patterns such as thumb sucking or bringing out discarded cuddly toys
• Become worried about clothing being removed
• Trying to be ‘ultra-good’ or perfect; overreacting to criticism