1. family and parenting
2. children

In Association With
Learning work book to contribute to the
achievement of the underpinning
knowledge for unit: CYP 3.3
Understand how to Safeguard
the well being of Children and
Young People
Credit value 3
All rights reserved, no parts of this publication may be
reproduced, copied, stored or transmitted without the prior
permission of
The Learning Company Ltd
Version 1- 01/04/10
© The Learning Company Ltd
Learner’s Name:
Learner’s Signature:
(Please sign inside the box)
Employer’s Name:
Employer’s Address:
Start Date:
Anticipated End Date:
College Provider:
Learner’s Enrolment Number:
Mentor’s Name:
Assessor’s Name:
Internal Verifier’s Name:
I V’s Sampling Date:
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 2
© The Learning Company Ltd
INTRODUCTION
This workbook provides the learning you need to help you to achieve a
unit towards your qualification. Your qualification on the Qualification
and Credit Framework (QCF) is made up of units, each with their own
credit value; some units might be worth 3 credits, some might have 6
credits, and so on. Each credit represents 10 hours of learning and so
gives you an idea of how long the unit will take to achieve.
Qualification rules state how many credits you need to achieve and at
what levels, but your assessor or tutor will help you with this.
Awarding Organisation rules state that you need to gather evidence
from a range of sources. This means that, in addition to completing
this workbook, you should also find other ways to gather evidence for
your tutor/assessor such as observed activity; again, your assessor will
help you to plan this.
To pass your qualification, you need to achieve all
of the learning outcomes and/or performance
criteria for each unit.
Your qualification may
contain essential units and optional units. You’ll
need to complete a certain amount of units with the
correct credit value to achieve your qualification.
Your tutor/assessor can talk to you more about this if you’re worried
and they’ll let you know how you’re doing as you progress.
This workbook has been provided to your learning provider under
licence by The Learning Company Ltd; your training provider is
responsible for assessing this qualification. Both your provider and
your Awarding Organisation are then responsible for validating it.
THE STUDY PROGRAMME
This unit is designed for individuals who are working in or wish to
pursue a career in their chosen sector. It will provide a valuable,
detailed and informative insight into that sector and is an interesting
and enjoyable way to learn.
Your study programme will increase your knowledge, understanding
and abilities in your industry and help you to become more confident,
by underpinning any practical experience you may have with sound
theoretical knowledge.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 3
© The Learning Company Ltd
WHERE TO STUDY
The best way to complete this workbook is
on your computer. That way you can type in
your responses to each activity and go back
and change it if you want to. Remember,
you can study at home, work, your local
library or wherever you have access to the
internet. You can also print out this
workbook and read through it in paper form
if you prefer. If you choose to do this, you’ll have to type up your
answers onto the version saved on your computer before you send it to
your tutor/assessor (or handwrite them and post the pages).
WHEN TO STUDY
It’s best to study when you know you have time to yourself. Your
tutor/assessor will help you to set some realistic targets for you to
finish each unit, so you don’t have to worry about rushing anything.
Your tutor/assessor will also let you know when they’ll next be visiting
or assessing you. It’s really important that you stick to the deadlines
you’ve agreed so that you can achieve your qualification on time.
HOW TO STUDY
Your tutor/assessor will agree with you the
order for the workbooks to be completed;
this should match up with the other
assessments
you
are
having.
Your
tutor/assessor will discuss each workbook
with you before you start working on it, they
will explain the book’s content and how they
will assess your workbook once you have completed it.
Your Assessor will also advise you of the sort of evidence they will be
expecting from you and how this will map to the knowledge and
understanding of your chosen qualification. You may also have a
mentor appointed to you. This will normally be a line manager who
can support you in your tutor/assessor’s absence; they will also
confirm and sign off your evidence.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 4
© The Learning Company Ltd
You should be happy that you have enough information, advice and
guidance from your tutor/assessor before beginning a workbook. If you
are experienced within your job and familiar with the qualification
process, your tutor/assessor may agree that you can attempt
workbooks without the detailed information, advice and guidance.
THE UNITS
We’ll start by introducing the unit and clearly explaining the learning
outcomes you’ll have achieved by the end of the unit.
There is a learner details page at the front of each
workbook. Please ensure you fill all of the details in
as this will help when your workbooks go through
the verification process and ensure that they are
returned to you safely. If you do not have all of the
information, e.g. your learner number, ask your
tutor/assessor.
To begin with, just read through the workbook. You’ll come across
different activities for you to try. These activities won’t count towards
your qualification but they’ll help you to check your learning.
You’ll also see small sections of text called “did you know?” These are
short, interesting facts to keep you interested and to help you enjoy
the workbook and your learning.
At the end of this workbook you’ll find a section called ‘assessments’.
This section is for you to fill in so that you can prove you’ve got the
knowledge and evidence for your chosen qualification. They’re
designed to assess your learning, knowledge and understanding of the
unit and will prove that you can complete all of the learning outcomes.
Each Unit should take you about 3 to 4 hours to complete,
although some will take longer than others. The important
thing is that you understand, learn and work at your own pace.
YOU WILL RECEIVE HELP AND SUPPORT
If you find that you need a bit of help and guidance with your learning,
then please get in touch with your tutor/assessor.
If you know anyone else doing the same programme as you, then you
might find it very useful to talk to them too.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 5
© The Learning Company Ltd
Certification
When you complete your workbook, your tutor/assessor
will check your work. They will then sign off each unit
before you move on to the next one.
When you’ve completed all of the required workbooks and
associated evidence for each unit, your assessor will
submit your work to the Internal Verifier for validation. If
it is validated, your training provider will then apply for your certificate.
Your centre will send your certificate to you when they receive it from
your awarding organisation. Your tutor/assessor will be able to tell you
how long this might take.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 6
© The Learning Company Ltd
Unit CYP 3.3 : Understand how to Safeguard the well being of
Children and Young People
About this unit
This unit provides the knowledge and understanding required to
support the safeguarding of children and young people. The unit
contains material on e-safety
Learning outcomes
There are seven learning outcomes to this unit. The learner will be
able to:
1. Understand the main legislation, guidelines, policies and procedures
for safeguarding children and young people
2. Understand the importance of working in partnership with other
organisations to safeguard children and young people
3. Understand the importance of ensuring children and young people’s
safety and protection in the work setting
4. Understand how to respond to evidence or concerns that a child or
young person has been abused or harmed
5. Understand how to respond to evidence or concerns that a child or
young person has been bullied
6. Understand how to work with children and young people to support
their safety and well being
7. Understand the importance of e-safety for children and young
people
What is safeguarding?
An important part of your role in working with children is to ensure that
the children are physically safe at all times and also to provide an
environment in which they will grow and thrive. You have the
responsibility for ensuring that risks and hazards are dealt with,
reported and rectified immediately.
As a childcare or educational worker you have
primary responsibility for the children entrusted into
your care. There are many mandatory and legal
requirements that have been put in place in order to
protect both the children and the adults in your
setting. The legislation changes slightly in different parts of the U.K.
and so you need to familiarise yourself with the legislation in your part
of the country.
In order to grow and thrive, young people need to be challenged as
well as kept safe by those offering opportunities for them to develop.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 7
© The Learning Company Ltd
Safeguarding young people is about much more than child protection.
It means taking a comprehensive approach that prevents young people
from any potential source of harm.
This is not just about preventing and acting on the worst case
scenarios, such as abuse happening to a young person, but it is about
educating parents as well as those working with young people to deal
with them in the most appropriate ways. It is about making sure that
the right people are recruited as employees and volunteers to work
with young people in all settings, and creating a culture of openness
and honesty, and protecting young people from harm and danger
without smothering their potential and need for challenge and
excitement.
Safeguarding and promoting the welfare of children is the
responsibility of the local authority, working in partnership
with other public organisations, the voluntary sector,
children and young people, parents and carers, and the
wider community. A key objective for local authorities is to
ensure that children are protected from harm. Other
functions of local authorities that make an important
contribution to safeguarding are housing, sport, culture and leisure
services, and youth services.
Local Safeguarding Children Boards (LSCB)
The LSCB is the key statutory mechanism for agreeing how the
relevant organisations in each local area will co-operate to safeguard
and promote the welfare of children, and for ensuring the effectiveness
of what they do. The scope of the LSCB role falls into three categories:
firstly, they engage in activities that safeguard all children and aim to
identify and prevent maltreatment, or impairment of health or
development, and to ensure that children are growing up in
circumstances consistent with safe and effective care; secondly, they
lead and co-ordinate proactive work that aims to target particular
groups; and thirdly, they lead and co-ordinate arrangements for
responsive work to protect children who are suffering, or likely to
suffer, significant harm.
The core functions of an LSCB are set out in regulations and are:
Developing policies and procedures including those on:
Action taken where there are concerns about the safety and
welfare of a child, including thresholds for intervention;
Training of people who work with children or in services affecting
the safety and welfare of children;
Recruitment and supervision of people who work with children;
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 8
© The Learning Company Ltd
Investigation of allegations concerning people who work with
children;
Safety and welfare of children who are privately fostered; and
Co-operation with neighbouring children’s services authorities
(i.e. Local authorities) and their LSCB partners.
Communicating and raising awareness;
Monitoring and evaluation;
Participating in planning and commissioning;
Reviewing the deaths of all children in their areas; and
Undertaking serious case reviews.
County-level and unitary local authorities are responsible for
establishing an LSCB in their area and ensuring that it is run
effectively. LSCBs should have a clear and distinct identity within local
Children’s Trust governance arrangements. It is the responsibility of
the local authority, after consultation with Board partners, to appoint
the Chair of the LSCB.
Membership of the LSCB is made up of senior
managers from different services and agencies in a
local area, including the independent and voluntary
sector. In addition, the Board receives input from
experts – for example, the designated nurse or
doctor. To function effectively, LSCBs need to be supported by their
member organisations with adequate and reliable resources. The
budget for each LSCB and the contribution made by each member
organisation should be agreed locally. LSCBs should ensure the
effectiveness of work undertaken by member organisations through a
variety of mechanisms including peer review, self-evaluation,
performance indicators and joint audit.
Child Abuse and Neglect
Abuse or neglect of a child happens when somebody inflicts harm or
fails to act to prevent harm. Children may be abused or neglected by
someone who knows them or more rarely by a stranger. It can happen
in a family, or in an institutional or community setting, for example a
school or youth club.
What is 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 caregiver fabricates or induces illness in a child whom they
are looking after.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 9
© The Learning Company Ltd
Emotional abuse is the persistent emotional ill treatment of a child
such as to cause severe and persistent adverse effects on the child's
emotional development. It may involve causing children frequently to
feel frightened or in danger, for example by witnessing domestic abuse
within the home or being bullied, or the exploitation or corruption of
children. Some level of emotional abuse is involved in all types of ill
treatment of a child, though it may occur alone.
Sexual abuse involves forcing or enticing a child or young person to
take part in sexual activities, whether or not the child is aware of what
is happening. The activities may involve physical contact or noncontact activities, such as involving children in looking at, or in the
production of, pornographic material or watching sexual activities, or
encouraging children to behave in sexually inappropriate ways.
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. It may involve a parent or caregiver
failing to provide adequate food, shelter and clothing,
failing to protect a child from physical harm or danger,
or the failure to ensure access to appropriate medical
care or treatment. It may also include neglect of, or
unresponsiveness to, a child's basic emotional needs. In addition,
neglect may occur during pregnancy as a result of maternal substance
misuse.
What is significant harm?
You may hear the term significant harm being used in relation to
safeguarding. The concept was introduced in the Children Act 1989 and
is the threshold used to justify compulsory intervention in order to
protect children. Significant harm is defined in legislation as 'Ill
treatment or the impairment of health and development'. Alone or in
combination abuse - physical, sexual, emotional abuse and neglect can
all constitute significant harm.
Under the Children Act 1989 Local Authorities must make enquiries or
call for enquiries to be made where they have reasonable cause to
suspect that a child who lives or is found in their area is suffering or
likely to suffer significant harm.
Child welfare concerns
Child welfare concerns may arise in many different contexts, including
where a child or family is already known to social services.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 10
© The Learning Company Ltd
There may be a number of explanations for the perceived impairment
to a child’s health or development and each requires careful
consideration and review.
All those who come into contact with children and families in their
everyday work, including practitioners who do not have a specific role
in relation to child protection have a duty to safeguard and promote
the welfare of children.
You are likely to be involved in three main ways:
1. You may have concerns about a child, and refer
those concerns to social services or the police
(via your designated teacher in the case of staff
in schools);
2. You may be approached by social services and
asked to provide information about a child or family or to be
involved in an assessment. This may happen regardless of who
made the referral to social services;
3. You may be asked to provide help or a specific service to the
child or a member of their family as part of an agreed plan and
contribute to the reviewing of the child’s progress.
Some who may also come into the above category, such
aspaediatricians, speech therapists and psychologists, may be asked
toundertake specific types of assessments as part of an initial or
coreassessment, to provide reports to inform a child protection
conference, to attend that conference, or to contribute to ongoing
therapeuticwork with a child and a review of that work.
All practitioners working with children and families should...
1. Be familiar with and follow your organisation’s procedures
andprotocols for promoting and safeguarding the welfare of
children in your area, and know who to contact in your
organisation to express concerns about a child’s welfare.
2. Remember that an allegation of child abuse or neglect may lead
to a criminal investigation, so don’t do anything that may
jeopardise a police investigation, such as asking a child leading
questions or attempting to investigate the allegations of abuse.
3. If you are responsible for making referrals, know who to contact
in police, health, education and social services to express
concerns about a child’s welfare.
4. Refer any concerns about child abuse or neglect to social services
or the police.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 11
© The Learning Company Ltd
5. Have an understanding of the Framework for the Assessment of
Children in Need and their Families which underpins the
processes of assessing needs, planning services and reviewing
the effectiveness of service provision at all stages of work with
children and families. (The dimensions of the Connexions Service
APIR Framework are based on those in the Assessment
Framework.)
6. When referring a child to social services you should consider and
include any information you have on the child’s developmental
needs and their parents’/carers’ ability to respond to these needs
within the context of their wider family and environment.
Similarly, when contributing to an assessment
or providing services you should consider what
contribution you are able to make in respect of
each of these three domains. Specialist
assessments, in particular, are likely to
provide information in a specific dimension,
such as health, education or family functioning.
7. See the child as part of considering what action to take in
relation to concerns about the child’s welfare.
Policy, Procedure and Good Practice
Have conversations with parents about their children and build up a
rapport with them. Find out what their concerns are. Warning bells
should ring if a parent handles their child roughly or does not speak
positively about him or her.
There are many barriers that stop children from telling us about child
abuse. They may not possess the languages skills or be too upset or
confused. They may have been threatened to ensure their silence.
These threats may be emotional threats as well as physical ones.
Children think that the behaviour they are at the receiving end of is
normal and this happens in all families.
Children who have difficulty telling, for whatever reason, may try to tell
in ways that it is hard for adults to hear and understand. Every
childcare setting will have a child protection policy. You need to see
this and understand your role. If you have any concerns, they should
be reported in confidence to your manager.
It is good practice to take notes and record exactly what has happened
and the actual words that a child has used. Don’t jump to conclusions
but only write down the facts. Opinions are not sought and could only
distort the reality. Be very clear in your mind. You may need to refer to
your notes if you are called to a child protection meeting.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 12
© The Learning Company Ltd
These meetings involve social workers, police, teachers, parents,
learning support assistants and any other professional who may take
care of the child. Here a course of action that is best for the child will
be decided upon and it is here that your opinions may be sought.
It is important that all childcare providers keep up to date with Child
Protection issues and are advised to attend a Child Protection course.
This training should be updated periodically throughout a career
working with children.
Listening and recording skills need to be developed by all
childcare practitioners.
This skill will be most valuable when a child starts to confide in you.
Give the child your full attention. Listen to what they are saying but
also watch the body language. Do not stop the child who is talking
freely to bring in a colleague.
Do not get distracted by other children. Show your support by listening
attentively and give reassurance. Never criticise the abuser, as they
may be a much loved member of the family or friend. Do not promise
not to tell, as you are bound by law to pass on information that may
result in the child or others being harmed.
Ask open questions. These are ones that include the words:
How
What
When
Where and
Which
These questions usually get more information returned. Questions that
have could, would, should, will, and can in them, may often result in a
yes or no answer. Stay calm and try not to transmit your anger, shock
or embarrassment. If you have had a similar experience as a child you
might feel the need to pass this on to another adult, after the initial
disclosure. However, if the child opens up to you they are showing you
a great deal of trust. Allow the child to talk but do not pressurise them.
You may feel the need to talk this over afterwards as it may have
made you feel distressed.
Observation is one of the weapons we have to fight child abuse. As we
are with the children for a large part of their lives, we are in a position
to monitor changes in behaviour, mood and attitudes. Good team work
can result in accurate assessment of a child. These issues are highly
confidential but collaborative observation and recording are essential.
Any observations should be dated and signed.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 13
© The Learning Company Ltd
In childcare settings there should be one person who is responsible for
child protection and who liaises with social services.
Communicate with the child in a way that is appropriate to their age,
understanding and preference. This is especially important for disabled
children and for children whose preferred language is not English. The
nature of this communication will also depend on the substance and
seriousness of the concerns and you may require advice from social
services or the police to ensure that neither the safety of the child nor
any subsequent investigation is jeopardised.
Where concerns arise as a result of information given by a child it is
important to reassure the child but not to promise confidentiality.
Record full information about the child at first point of contact,
including name(s), address(es), gender, date of birth, name(s) of
person(s) with parental responsibility (for consent purposes) and
primary carer(s), if different, and keep this information up to date.
In schools, this information will be part of the pupil’s record.
Communicate with the child in a way that is
appropriate to their age, understanding and
preference. This is especially important for disabled
children and for children whose preferred language is
not English. The nature of this communication will
also depend on the substance and seriousness of the
concerns and you may require advice from social services or the police
to ensure that neither the safety of the child nor any subsequent
investigation is jeopardised. Where concerns arise as a result of
information given by a child it is important to reassure the child but not
to promise confidentiality.
Record full information about the child at first point of contact,
including name(s), address(es), gender, date of birth, name(s) of
person(s) with parental responsibility (for consent purposes) and
primary carer(s), if different, and keep this information up to date. In
schools, this information will be part of the pupil’s record.
Listening Skills
Make good eye contact
Get down to child level
Don’t invade their space
Smile and make listening noises ‘aha’, ‘mmmh’ etc.
Do not interrupt – allow for long pauses
Recap on what the child has said, it may make him continue
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 14
© The Learning Company Ltd
Check if you have understood correctly, this may cause the
child to point out any misunderstandings
Show open body language, do not fold arms and legs
Get near to the child, do not have furniture between you
Minimise distractions for you both
Listen for what is not being said
Watch the child’s facial expression and body language
Notice the tone of the voice, as well as the words.
Empowering Children
There are many ways in which we can help children to make
themselves less likely to be open to abuse. We can assist them with
learning vocabulary that will help them articulate their concerns. This
might include giving them knowledge of different body parts or it may
be helping them to label and understand their emotions.
Young children find it hard to differentiate emotions and cannot name
them. This can be achieved in several ways such as in stories, by
asking what they think the characters might be feeling or through
circle time, when they can share their feelings about straightforward
issues such as being afraid of the dark.
We can also talk about what things make us
comfortable and what things make us feel worried.
Appropriate and inappropriate behaviour can be
discussed at the child’s own level, as can the
subject of when touching is good and when it is
bad. Children need to know who they can tell if they are worried about
something. Children should be made aware of how to keep themselves
safe. They need to know how to react to strangers or what to do if
strangers offer them treats. Internet safety and road safety needs to
be reinforced with older children.
An independent inquiry followed the tragic death of Victoria Climbié,
which resulted in the Laming Report. From this came the green paper
‘Every Child Matters’, which, in turn, led to the Children Bill 2004.
This Bill aims to improve protection for every child. One of the
contributing factors that resulted in Victoria Climbié’s death was the
inability of different childhood agencies to communicate with each
other. Now there is a sophisticated tracking system that will keep a
record of Britain’s 11 million children. Your concerns may well end up
on this database. Agencies must now, by law, work in unison to ensure
the safety of our children. ‘Every Child Matters’ starts by listing five
desired outcomes for children:
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 15
© The Learning Company Ltd
Being healthy
Being safe and protected from neglect and harm
Enjoying life and achieving skills of adult life
Making a positive contribution to society
Not allowing economic disadvantage to spoil their potential.
It advocates change in four main areas:
Early intervention and effective protections
Accountability and effective protection
Support for parents and carers
Increased training for all who work with children and families,
together with common occupational standards and pay.
The ‘United Nations Convention on the Rights of the Child’ states that
child from all forms of physical or mental violence or injury or abuse,
neglect or negligent treatment, maltreatment or exploitation including
sexual abuse. Our children have the right to live in safety and to be
free from abuse’ (Article 19).
DID YOU KNOW?
The placement of a donkey's eyes in its'
heads enables it to see all four feet at all
times.
ACTIVITY ONE
Circle the words
empowerment
or
phrases
you
would
associate
Safety
Cloud
Right
Rainbow
Injury
Measures
Thunder
Protect
Neglect
with
The Environment
In your role you will be setting out, creating and supervising children in
a number of different environments. You may be working in an outdoor
area, a kitchen, a hall, a computer suite, etc. You will need to know
what resources are available and where they are kept.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 16
© The Learning Company Ltd
The environment should be a balance of the:
Familiar and the secure, and
Ever-changing and stimulating.
The easiest element to change is that of display boards. These should
be bright, attractive and colourful and reflect current work.
Sometimes we see wonderful displays that are a work of art, but they
have none of the children’s work reflected in them. Children love to see
their work or their name or photo displayed and it helps to increase
their sense of self worth and boost confidence.
Three dimensional displays are particularly interesting and children
respond really well to an interest table where they can handle objects
or experiment with them. Double mounting and professional looking
lettering give a display a professional touch. If you are not talented in
writing captions, then use the computer to generate your labels. Labels
should sometimes be in other languages and scripts in order to make
all children feel at home.
Displays using natural materials such as leaves and twigs
are very effective but make sure that any plant material
you use is not poisonous. Be careful too of objects that
may harm a child on the interest table, sharp objects,
breakable ones or objects small enough
to choke on.
The texture of a display may vary too. It is nice to have a display that
is child height and one that they are encouraged to touch or to smell. A
good display might appeal to more than one of the senses.
Change can also be accomplished quite simply by changing the focus of
a home corner to that of a vet’s, a hospital, or a space station. The
venues are endless and can tie in with any current project. Rearranging the furniture can also stimulate children. We all have to
accommodate change in our lives and this is a simple way of
introducing it.
Security
Children need to feel safe and secure in an environment and they will
feel more at home if there are objects that belong to them or objects
that reflect their own home life and culture. The sense of belonging
also comes from you. When people can pronounce your name properly,
know a little about your life and family, and actively take an interest in
you, then you feel more at home.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 17
© The Learning Company Ltd
Children feel more secure if they know what is going to happen. An
established routine is one way of making a child feel secure. A
timetable, displayed in pictures for the very young, reassures the timid
child. Makaton symbols can be useful for the nursery age child.
When we work with younger children there is often fear of separation.
We can minimise this by having introductory sessions where the child
can visit the new setting with their carer.
Comforters should be available for the very young. When an
unexpected event occurs such as a fire drill, children will need
reassurance and a detailed explanation. Following a major event such
as a fire drill, stress reducing activities will enable the children to
adjust.
A child will feel more secure if the furniture and play objects are
designed for their age group. An element of choice in activities also
makes them feel more in control over what is happening to them.
Self esteem
Our self esteem is not constant and varies from
day to day and in different situations. Think of
when you are at your most and least confident.
Where does our self esteem come from? Our
esteem levels are built from the opinions of others
and the opinions we have of ourselves – our
achievements and failures, our relationships and friendships all
contribute to it. Often self esteem is a frame of mind or a way of
looking at things. You may have been told that you would never
amount to much and ended up believing this. We sometimes label
children as being clever, pretty or naughty and the child then comes to
believe that this is correct. So, as practitioners, we must always try not
to label those in our care and try to build up their self belief at all
times. We can build a child’s self esteem by praise, pointing out their
achievements, praising their abilities and showing that we like and care
for them.
We need to show sensitivity towards some of the difficulties that
children may have. For example, a child may find it difficult to
participate in physical play. Through help and encouragement, praise
and using small manageable steps towards an achievable goal, we may
help this child overcome their fears. Children's fears may look small to
us but in their minds they are very real and important.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 18
© The Learning Company Ltd
A safe and supervised environment for physical play should also
provide an element of challenge. The environment should include areas
where children can assess risks and develop new skills.
These challenges will vary according to the age needs and abilities of
the children in your care. These challenges may range from new
physical skills with younger children, such as climbing or balancing, to
an outward bound trip with adolescents.
We also need to help children avoid failure by setting them tasks that
are within their grasps or that require a small step up. Some children
experience failure throughout their whole school career and their
confidence is damaged for the rest of their lives.
Identity
We all build up a sense of who we are, or a sense of identity, from our
experiences and from the reactions of those around us. Some lucky
children are born into loving families who praise and encourage and
build up their sense of worth.
Others may be unwanted, unloved and constantly belittled. The sense
of worth of the children who come into our care will be as varied as
their physical appearances and abilities.
Besides the immediate family there are other pressures exerted from
the community that a child lives in and from their culture or religion.
The child’s community may have a view on what is acceptable
behaviour according to your sex and your age. The culture, or family
may have very high expectations of a child and the child will measure
themselves against these expectations and the
achievements of their friends or peers. The society in
which we belong has very strong expectations of the
behaviour of its individuals and there is very strong
pressure on us to conform. It is thought that a young
baby has no sense of identity, but as the child approaches two, he
really develops a sense of self. It is here that the child seeks to impose
his will and make his own choices – this is when there may be
tantrums and upsets. If a toddler is offered choice, a certain amount of
freedom and is asked for his preferences, some of these difficulties
may be avoided.
A child will begin to have gender identity at around 18-24 months.
They begin to recognise that the world is divided up into men and
women – girls and boys. As they near three, most children will respond
correctly if they are asked if they are a girl or a boy. They also know
that this is constant and will not change.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 19
© The Learning Company Ltd
At four they know that this means that they will be a mother or a
father. Children recognise from a very early age that there are different
expectations for girls and boys, girls are supposed to be gentle, caring,
communicative, calm individuals, boys are supposed to be active,
dominant, confident and rumbustuous. They also know what toys they
are expected to play with. There is the same nature versus nurture
debate about gender identity. Some argue these differences are inbuilt, others that a child learns this role from society.
An interesting experiment showed that we unconsciously treat male
and female babies differently. Adults were left in a room and asked to
take care of a baby. Their reactions were filmed and analysed. When
the babies were dressed in girls’ clothing they were handled very
gently and were spoken to more. If the adult perceived that the baby
was a boy, they handled them more roughly and engaged in more
physical play. There are definite pressures on children’s behaviour.
Girls are spoken to more about how they are feeling and boys are
thought to need more physical activities. In some families boys are still
encouraged to suppress their feelings: ‘Big boys don’t cry’, ‘take it
like a man’, ‘he was a real girl’.
At the age of three there seems to be a definite preference for boys to
play with boys and girls to play with girls. This happens in all cultures
around the globe and also strangely happens in monkeys.
Fathers can be very protective about their son’s sense
of being masculine. In a recent study, fathers were
very happy for their daughters to dress up in many
clothes thought to have a more masculine role, a
fireman, a policeman, etc. Many of them were unsure
about their boys dressing in dresses, wearing beads
or other attire that was perceived to be feminine.
One of the underlying principals of our industry is equality of
opportunity for all. It could be argued that if we conform to these rigid
stereotypical ideas about what is acceptable for girls and boys, then we
are limiting their potential. A child should be free to behave in any way
that it likes, within reason. If a girl wants to play rough and tumble and
a boy wants to dress as a nurse and act out a caring role then this
should be encouraged.
We all have different personalities and abilities and should not be
limited by society’s rigid ideas of what is and what is not acceptable. In
role play a child often acts out to see what it feels like to be a certain
character. They may want to be superman or a policeman to see what
it is like to be powerful. They may want to be a nurse or a doctor to
see what it is like to play a caring role.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 20
© The Learning Company Ltd
Our children need the opportunity to experiment with different gender
roles in order to understand different emotions and situations. Young
adults often have a problem with identity. They perceive themselves to
be unique but are often unsure of who they are or where they fit into
society. They may conform to a grouping in order to feel safe. If you
dress in a certain way and listen to certain music then you are
perceived to be part of a group, which may add to your feeling of
security and give you some kind of identity.
It is important that we understand that it is part of our role to help
children to build up a positive self-image and a strong sense of identity
and that children are able to value themselves because they have felt
valued. What do you think? Are we born dramatically different or do we
learn how to be a boy or girl? Or do you think that it may be a
combination of the two?
The legislation related to children and their care
There is no single piece of legislation that covers children’s rights, but
rather a multitude of laws and guidance that are being continually
amended, updated and revoked. Child welfare policies and initiatives
target the care, health, and well-being of children, with the goal of
improving child health within the public health sector.
These policies and initiatives aim to protect children from the harmful
effects of poverty, family and parenting problems, child abuse and
neglect, and inadequate resources.
The Children Act 1989
This reform upholds a number of principles, one being
that a child’s welfare is paramount when making
decisions about a child’s upbringing. It introduced the
concept of parental responsibility which sets out the
rights, duties, power and responsibilities of the parent or
carer of a child. It also sets out to detail what local
authorities and the courts should do to protect the
welfare of children.
The Children Act 2004
This did not replace or even amend the Children Act 1989, instead it
sets out the process for providing services to children so that every
child can achieve the five outcomes laid down in the ‘Every Child
Matters’ green paper:
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 21
© The Learning Company Ltd
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
It requires local authorities to take the lead through multi-agency
children's trusts, to develop a children and young people's plan, and to
set up a shared database of children, containing information relevant
to their welfare.
This means that the organisations involved with providing services to
children – from hospitals and schools, to police and voluntary groups will be teaming up, sharing information and working together, to
protect children and young people from harm and help them achieve
what they want in life.
Children and young people will have far more say about issues that
affect them as individuals and collectively.
Children’s Commissioner for England
In March 2005, the first Children's Commissioner for England was and
in public life. The Commissioner will pay particular attention to
gathering and putting forward the views of the most vulnerable
children and young people in society, and will promote their
involvement in the work of organisations whose actions and decisions
affect them.
Childcare Act 2006
The Childcare Act is the first ever Act to be solely concerned with early
years and childcare.
The Act will help transform childcare and early years services in
England for generations to come. Measures in the Act set out important
strategic roles for local authorities to play through a set of new duties.
These duties will require authorities to:
Improve the five every child matters
outcomes for all pre-school children and
reduce inequalities in these outcomes
Secure sufficient childcare for working
parents
Provide a better parental information service
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 22
© The Learning Company Ltd
The Act also reforms and simplifies early years regulation and
inspection arrangements. The Act's main provisions will come into
effect in 2008.
Every Child Matters
Every Child Matters: Change for Children is a new approach to the
well-being of children and young people from birth to age 19.
The Government's aim is for every child, whatever their background or
their circumstances, to have the support they need to:
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
The Every Child Matters: Change for Children programme aims to put
in place a national framework to support the joining up of services so
that every child can achieve the five Every Child Matters outcomes.
This will involve, amongst others:
The every child matters: change for children programme aims
to ensure that support for parents becomes routine,
particularly at key points in a child or young person's life,
because parents, carers and families are the most important
influence on outcomes for children and young
people
Social services will play a central role in trying to
improve outcomes for the most vulnerable. They
will be achieving change through closing the gap
between their outcomes and those of the
majority of children and young people
The government, in partnership with local areas, is working to
make sure parents and families have access to the support
that they need, when they need it, so that all children can
benefit from confident, positive and resilient parenting, from
birth right through to the teenage years
United Nations Convention in the Rights of the Child 1989
This Act includes the right to protection from abuse, the right to
express their views and have them listened to and the right to care and
services for disabled children and children living away from home.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 23
© The Learning Company Ltd
The Human Rights Act 1998
The Act makes it unlawful for public authorities to act in a manner
which is incompatible with the rights and freedoms contained in the
Act. It also requires the Government and the courts to ensure that
court rulings and new Bills are compatible with the Act wherever
possible. These include the right to respect for private and family life.
How to react if a Child makes a Disclosure to you
1. Always stop and listen straight away to someone who wants to tell
you about incidents or suspicions of abuse. Do not display shock or
disbelief.
2. Write up the report using the child’s own words as soon as
practicable after the child has concluded. Write down phrases used and
only what they say, not what you think they mean. These notes may
become evidence if a court case was to follow. It is not necessary for
these notes to be a tidy copy, just accurate. You must include the time
and date on any such document. Do not destroy original notes. Draw a
diagram where appropriate to indicate bruising etc. Do not under any
circumstances ask a child to sign what you have written.
3. Do not give a guarantee that anything said to you will be totally
confidential – it is your duty under the Children Act to report it. Explain
to the child that you will have to tell the Principal as this needs to be
dealt with but that you will only tell the people who need to know.
4. Do not ask leading questions, eg “did he/she do x
to you?”. Ask questions such as “Is there anything
else you would like to tell me? What would you like to
tell me?”
5. The setting should not try to interview people
regarding suspected or alleged abuse. This could cause more harm or
even spoil possible criminal proceedings.
6. Never think abuse is impossible in this school, or that an accusation
against someone you know well and trust is bound to be wrong.
7. Never openly dismiss any allegation of abuse. It is important that
the child feels they are believed and not made to feel guilty for making
a disclosure.
8. Offer reassurance to the child that they have done the right thing in
telling you.
Explain to the child what you are going to do and why. Reassure the
child that they are not in trouble and have done nothing wrong.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 24
© The Learning Company Ltd
Guidelines for Self-Protection of Staff
1. In the event of any injury to a child, accidental or otherwise, ensure
that it is recorded and witnessed and any witnesses noted.
2. Keep records of any allegations a child makes against you or other
staff. This should include everything from “You’re always picking on
me” to “you hit me”, or comments such as “don’t touch me”. Make a
record of dates and times. Inform your manager immediately.
3. If the incident is serious, report this to your manager as soon as
possible and explain what happened. A record of what happened
should be also kept.
4. If a child touches you or talks to you in a sexually inappropriate way
or place, record what happened and ensure that another adult also
knows. It could be a totally innocent touch; do not make the child feel
guilty.
However, remember that ignoring this or allowing it to go on may place
you in an untenable situation; also, if the child is allowed to go on
doing this the next person may take advantage and then say the child
instigated it.
5. If you take children on journeys, carry out a risk assessment, and
have two members of staff present if at all possible.
6. Do not place yourself in a situation where you are spending
excessive amounts of time alone with one child away from other
people.
7. If a child needs help or assistance during the night, two staff should
be present prior to any help or action being given.
8. If you are in a residential setting never, under any circumstances,
allow children into your accommodation – this applies to both
residential accommodation and to sleepover rooms. If a child comes to
you when you are in your accommodation for any reason, they should
be taken to a suitable place so that the problem can be dealt with.
9. Do give firm guidelines on sexually inappropriate
behaviour to a child. Explain that the behaviour is not
acceptable and could get the child into difficulty, but
be sure that you do not make the child feel guilty.
Inform the Principal immediately if such a
conversation has
taken place.
10. If you are in a care situation and have occasion to change a child’s
clothing or bathe them, ensure that another adult is present.
11. Never do something of a personal nature for children that they can
do for themselves; such an activity could be misconstrued.
12. Do not go into a toilet alone with children. Inform another member
of staff if it is necessary to do so. Female member of staff should not
go into the boys’ toilets – they should summon a male member of
staff.
13. Be very mindful of how and where you touch children.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 25
© The Learning Company Ltd
14. All members of staff should carry identification when on journeys
with children, such as a driving licence.
15. If you must physically restrain a child for any reason, be aware
that it could be misconstrued as assault. Any such action should be
recorded and reported immediately.
16. Never keep suspicions of abuse or inappropriate behaviour by a
colleague to yourself. If there is an attempted cover up you may well
be implicated by your silence.
17. If in any doubt, discuss your feelings with your manager.
What to do if you have concerns about a child
If you are concerned about the welfare of a child you should take the
following steps. This is particularly important if you are concerned that
a child may be abused or neglected.
If you suspect that a criminal offence may have been committed
against a child you should inform the police as soon as possible.
Action to investigate concerns and protect a child from
abuse is only likely to be effective if everyone involved
works together and follows these procedures. Unilateral
action is not likely to be in the interests of a child and
family – especially if it cuts across or is intended as a
substitute for formal enquiries under these procedures.
It is never appropriate for anyone with a concern about possible abuse
or neglect or significant harm to interview a child or a parent or any
other member of the child’s family – except in the context of a formal
child protection enquiry (i.e. under Section 47 of the Children Act) and
as agreed in a formal strategy discussion.
Step 2:
Inform a Social Worker of your concerns.
You should do this in person, and without delay.
All calls should be made either via Customer First or by any locally
agreed arrangement you have for direct contact with a social worker or
manager.
Immediately means without delay. Direct means not leaving it to
someone else and making sure that your referral has been received
and understood by Children’s Social Care.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 26
© The Learning Company Ltd
All telephoned referrals must be confirmed in writing, and the
information given must be as complete and clear as possible. The
appropriate referral form should be used unless to do so is
impracticable or would cause dangerous delay.
Professionals who refer by phone must confirm their referral in writing
within 24 hours. Doctors may do this by submitting a medical report.
All referrers should expect to be contacted by a Social Worker about
their referral in order to ensure that their information has been
properly understood. They should initiate this contact if they have not
heard from a social worker within 24 hours of making the referral.
Step 3:
Ensure that your concerns have been received and understood, and
that they are receiving appropriate attention.
Children’s Social Care have a legal duty to determine a course of action
within one working day of receipt of referral and should invariably be
prompt to confirm receipt and check details with any referrer. The
time of receipt of referral by Children’s Social Care is to be taken as
the time of receipt of the call.
Step 4:
Create a precise and detailed written record of your
concerns, and share it with the Social Worker.
It is important to record precise details of injuries and
signs of neglect, and diagrams should be used to
illustrate injuries and clinical findings. Care should be
taken to record exactly what was said by a child or
parent or referrer, because the details and exact words
used can be very significant.
A “body map” should be used to record physical injuries.
Care should be taken to distinguish between fact and opinion, and to
identify the information and thinking that underpins them.
Much of this detail should normally be included on, or referenced in,
the referral form. This must be sent to Children’s Social Care (either
via Customer First or direct to the Social Worker if this has been
agreed with them) within 24 hours of any telephone referral. It is
important to give as much detail as possible on the referral form, but
care should be taken not to delay referral.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 27
© The Learning Company Ltd
Any information not given on the referral form should be sent on as
soon as possible.
Bullying
Nearly everyone is bullied at some time in their lives: by brothers and
sisters, by neighbours, by adults or by other children. If you are being
bullied, you may feel scared, vulnerable and quite alone but you owe it
to yourself to try and sort out the situation so that the bullying stops.
Remember, no-one deserves to be bullied.
It is surprising that all sorts of people who are now very successful
adults were bullied when they were young. It is encouraging to know
that it is possible to succeed, in spite of being tormented at school.
All of these well-known people were bullied in some way at school Gok Wan, David & Victoria Beckham, Barack Obama, Nicola McLean,
Will Young, Rihanna, Alan Davies, Jonathan Ross, Phill Jupitus, Jamie
Redknapp, Jessica Alba.
For some, the bullying went on for years; for others it was less
frequent. All of them feel that bullying is wrong and that it was not
their fault, but the fault of the bully looking for a victim.
Children bully for a variety of reasons. Sometimes they
pick on others because they need a victim — someone
who seems emotionally or physically weaker, or just acts
or appears different in some way — to feel more
important, popular, or in control. Although some bullies
are bigger or stronger than their victims, that's not always
the case.
Sometimes children torment others because that's the way they’ve
been treated. They may think their behaviour is normal because they
come from families or other settings where everyone regularly gets
angry, shouts, or calls names. Some popular TV shows even seem to
promote meanness — people are "voted off," shunned, or ridiculed for
their appearance or lack of talent.
Signs of Bullying
Unless a child tells you about bullying — or has visible bruises or
injuries — it can be difficult to figure out if it's happening.
But there are some warning signs. You might notice the child acting
differently or seeming anxious, or not eating, sleeping well, or doing
the things that he or she usually enjoys. When children seem moodier
or more easily upset than usual, or when they start avoiding certain
situations, like taking the bus to school, it may be because of a bully.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 28
© The Learning Company Ltd
If you suspect bullying but the child is reluctant to open up, find
opportunities to bring up the issue in a more roundabout way.
For instance, you might read a story about a situation and use it as a
conversation starter, asking "What do you think of this?" or "What do
you think that person should have done?" This might lead to questions
like: "Have you ever seen this happen?" or "Have you ever experienced
this?"
Let the child know that if he or she is being bullied — or sees it
happening to someone else — it's important to talk to someone about
it, whether it's you, another adult (a teacher, school counselor, or
family friend), or a sibling.
If a child tells you about a bully, focus on offering comfort and support,
no matter how upset you are. children are often reluctant to tell adults
about bullying. They feel embarrassed and ashamed that it's
happening.
Sometimes kids feel like it's their own fault, that if they looked or acted
differently it wouldn't be happening. Sometimes they're scared that if
the bully finds out that they told, it will get worse. Others are worried
that their parents won't believe them or do anything about it. Or kids
worry that their parents will urge them to fight back when they're
scared to.
Praise the child for being brave enough to talk about it. Remind the
child that he or she isn't alone — a lot of people get bullied at some
point. Emphasize that it's the bully who is behaving badly — not the
child. Reassure the child that you will figure out what to do about it
together.
Sometimes an older sibling, colleague or friend can
help deal with the situation. It may help to hear how
the older sister she idolizes was teased about her
braces and how she dealt with it. An older sibling or
friend may also be able to give you some perspective
on what's happening at school, or wherever the bullying is happening,
and help you figure out the best solution.
Take it seriously if you hear that the bullying will get worse if the bully
finds out that a child told. Sometimes it's useful to approach the bully's
parents. In other cases, teachers or counselors are the best ones to
contact first. If you've tried those methods and still want to speak to
the bullying child's parents, it's best to do so in a context where a
school official, such as a counselor, can mediate.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 29
© The Learning Company Ltd
Most schools have bullying laws and policies. Find out about the laws in
your area. In certain cases, if you have serious concerns about a child's
safety, you may need to contact legal authorities.
DID YOU KNOW?
In Ancient Greece, if a woman watched
even one Olympic event, she was
executed.
ACTIVITY TWO
Circle the words or phrases you would associate with raising
concerns
Spring
Policies
Safety
Authorities
Summer
Talk
Reassure
Autumn
Bully
Advice for children
The key to helping kids is providing strategies that deal with bullying
on an everyday basis and also help restore their self-esteem
and regain a sense of dignity. It may be tempting to tell a kid to fight
back. After all, you're angry that a child is suffering and maybe you
were told to "stand up for yourself" when you were young. And you
may worry that the child will continue to suffer at the hands of the
bully.
But it's important to advise kids not to respond to
bullying by fighting or bullying back. It can quickly
escalate into violence, trouble, and someone getting
injured. Instead, it's best to walk away from the
situation, hang out with others, and tell an adult
Here are some other strategies to discuss with children that can help
improve the situation and make them feel better:
Avoid the bully and use the buddy system. Use a different
bathroom if a bully is nearby and don't go to your locker when there is
nobody around.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 30
© The Learning Company Ltd
Make sure you have someone with you so that you're not alone with
the bully. Buddy up with a friend on the bus, in the hallways, or at
recess — wherever the bully is. Offer to do the same for a friend.
Hold the anger. It's natural to get upset by the bully, but that's what
bullies thrive on. It makes them feel more powerful. Practice not
reacting by crying or looking red or upset.
It takes a lot of practice, but it's a useful skill for keeping off of a
bully's radar. Sometimes kids find it useful to practice "cool down"
strategies such as counting to 10, writing down their angry words,
taking deep breaths or walking away. Sometimes the best thing to do
is to teach kids to wear a "poker face" until they are clear of any
danger (smiling or laughing may provoke the bully).
Act brave, walk away, and ignore the bully. Firmly and clearly tell
the bully to stop, then walk away. Practice ways to ignore the hurtful
remarks, like acting uninterested or texting someone on your cell
phone. By ignoring the bully, you're showing that you don't care.
Eventually, the bully will probably get bored with trying to bother you.
Tell an adult. Teachers, principals, parents, and
lunchroom personnel at school can all help stop
bullying.
Talk about it. Talk to someone you trust, such as a
guidance counselor, teacher, sibling, or friend. They
may offer some helpful suggestions, and even if they can't fix the
situation, it may help you feel a little less alone.
Remove the incentives. If the bully is demanding your lunch money,
start bringing your lunch. If he's trying to get your music player, don't
bring it to school.
Reaching Out
At home you can lessen the impact of the bullying. Encourage your
kids to get together with friends that help build their confidence. Help
them meet other kids by joining clubs or sports programs. And find
activities that can help a child feel confident and strong. Maybe it's a
self-defense class like karate or a movement or other gym class.
And just remember: as upsetting as bullying can be for you and your
family, lots of people and resources are available to help.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 31
© The Learning Company Ltd
Children and the mobile phone! - an addiction, a necessity or
just fun?
There is no doubting the benefits of the mobile phone. Ease of
communication, the anywhere, anytime contact - with friends,
relations, colleagues and in theory at least the efficiency brought to
busy lives. The benefits have been sold to us worldwide by the mobile
phone industry, and in the main we have made the judgment that, yes,
the mobile phone is an exceptionally useful tool that advances personal
communication beyond all our expectations of only a few years ago.
And the future developments around the corner will equally amaze.
But every technological advance that provides such dramatic benefits
has consequential costs and it is this area of mobile phone usage that
we believe warrants more attention, especially their use by young
people.
9 out of 10 children in the UK own a mobile phone. We believe as
responsible parents that the benefits of immediate communication is a
necessity - what happens if your child can’t get a lift home; it helps to
manage the family’s busy schedule on the move; we feel safer knowing
that our son can contact us if he’s in trouble; it’s cheaper giving him
the responsibility of the cost of phone calls - he gets an allowance and
it is up to him to manage his activities - our phone bill at home has
been reduced significantly! All in all the mobile phone is hugely
convenient.
These are some parent’s points of view, others are less positive:
A father of one 16 year told us ‘We give Emma, our daughter, £20
pocket money with extra for her school dinners. We learnt recently that
all this money is being spent on text messaging her friends. She hasn’t
had a meal in school for the past 3 months and worst of all considers
no other activity or hobby worthy of her pocket money.’
When the mobile phone becomes not just an essential
item for communication but instead something that
takes control of a child’s life, parents have a right to be
worried.
We have had parents ask for help - telling us that their teenager can
do nothing else but sit by their mobile phone waiting for calls or text
messages. They say ‘ my child will no longer communicate with the
family, her phone has to be beside her day and night, we often hear
her texting or talking in the early hours of the morning, her homework
is suffering, her hobbies no longer take priority ….she is not the
daughter we once had’
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 32
© The Learning Company Ltd
Childalert approached various experts who deal with addiction in
children. They say addictive behaviour is too strong a word for mobile
phone usage by children, but they recognise the worrying signs of
dependency. The mobile phone is considered an accessory by many
but could be more appropriately described as a ‘comfort blanket’.
Getting a phone call or a text message implies an importance,
‘somebody wants me’. It boosts the receivers self esteem and self
worth.
This is particularly true for teenagers who are struggling with their
identity and social status. Phone usage does not only increase the
opportunity to bond with friends and to organise a social life on the
move and privately, it also provides a symbol for acceptance. This is
important to a teenager’s individuality and confidence.
The youth of today are the first new generation to have an ‘anytime,
anyplace, anywhere mobile communications culture’ and excessive and
more proficient use of it can be viewed as part of defining generational
differences - a form of rebellion.
This culture, however, is no comfort to parents who cannot
understand the obsession. Only a few years ago we all
managed to organise ourselves and keep in touch with each
other perfectly well without the mobile. Now some children
are so obsessed that they are unable to communicate
uninterrupted, are constantly checking for messages and become
irritable if they have to be away from their phone for any period of
time. The family as a whole is finding the ‘mobile culture’ stressful
causing rifts between members.
In some families the situation has become far worse; text messaging
has become an obsession that needs to be fed by constant
communication and that means constant funding.
‘I discovered our daughter had been using my credit card without my
permission to buy more mobile airtime for her phone.’ Others perhaps,
steal cash to feed the habit.
These are worrying developments - so to help parents who may feel
they have a difficult situation on their hands regarding their child’s
mobile phone usage, Childalert advise the following.
It is important that parents understand the concerns and what effects
these can have for children and for the family.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 33
© The Learning Company Ltd
Concerns
1. The mobile phone industry and their marketing techniques.
Mobile phones have become popular and convenient making their
demand high. Access is universal and affordable, and there is little
regulation in terms of purchase or usage. In order to capture the youth
market the pay as you go strategy is in place allowing anyone of any
age to obtain a mobile phone (often free) and to link to a pay as you
go airtime package. The attraction is a socially iconic ‘toy’ with virtually
unlimited access.
2. Personal development during the teenage years.
The mobile phone feeds the personal requirements of a teenager - they
provide a sense of worth ensuring popularity with friends with whom
communications can be continuous. The phone also feeds the desire for
attention, acceptability and satisfies a teenager’s emotional drive.
3. Social Stress.
Some young people can get highly hung-up on the extremes of
continuous contact - the mobile phone offers either no contact or too
much contact - possibly even unwanted contact. Stress can be caused
by both sender's and recipient’s frustrations. Young people expect a
mobile phone to be immediate - fool proof and available at all times
The effects on children
There is huge peer pressure to have a mobile
phone with the latest technology and design
The ease by which mobiles are available
increases the demand - ‘pay as you go’
accessibility
Parents accept this because they convince
themselves of the safety benefits
The stress of maintaining communications for some is hard
The stress of wanting an equal flow of contact can be self
destroying if it does not materialise
Owning a mobile phone, for some, provides a status among
friends and a degree of self worth
On occasions there may be unwanted communications and even
stalking which adds a further pressure on the individual.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 34
© The Learning Company Ltd
The need to feel self worth is true to growing up but cannot be gained
through the ownership of a mobile phone. All young adults want to
have friends, want to communicate with them more so than their
immediate family, feel a sense of worth through the friends they have
etc.. but all young adults need to find their way through these feelings
because of who they are, not what they own or how they conduct
themselves.
The effects on the family
The teenage years are difficult for any family - but the best way of
getting through them is communication, to accept, to laugh, to
discipline where necessary and with the knowledge that you will get
through it. As parents it is important to manage the situation as it
occurs. Listening and understanding both points of view is the best way
forward.
Typically teenagers tend to be insular amongst their own age group
believing that they have their life sorted! This is normal but what we
are talking about and what parents have asked us for help on is when
an obsession like the mobile phone stops your child from being
interested in anything else.
When their studies, sports and other interests and activities are
affected, when they are losing sleep because they feel the need to
maintain contact through the night, when they lie about how they are
paying for the privilege of the use of the mobile phone. Of course there
were obsessions before the mobile phone but the fulfilment and
confidence gained through the ease of contact has moved the situation
onto a new level.
Parents should be aware of obsessional characteristics in their child
which may not be just restricted to mobile phone usage.
The scientists say, keeping in continuous contact with people is
addictive and that is what mobile phones encourage and more so the
‘perceived’ cheapness of text messaging. Clever marketing through the
‘pay as you go’ opportunity has opened mobile phones to the young,
no contracts no guarantees and because of this, it is one of the most
expensive ways to pay.
One observer commented that the cigarettes found in the hands of
many of today’s teenagers are being replaced by an equally worrying
habit - albeit healthier - the mobile phone. It is not surprising therefore
that the mobile phone industry has adopted very similar marketing
tactics to the tobacco industry. It is the latest ‘cool thing’
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 35
© The Learning Company Ltd
1.Try to set the rules from the start.
When they can use it
How it will be funded and what will be the
frequency of ‘top ups’
Where it should be kept for both usage and
safety reasons
Who to give your phone number to
Only to reply to people you know
The purpose of ownership - the privilege of ownership and the
reasons why not to abuse it
What will happen if they do abuse it - ie. do not abide by the
rules
Make the ownership of the mobile phone fun and maintain
parental ‘chat’ about it - who called, getting to understand the
ways of using it etc.
2. For children already have a mobile phone and are worried about it’s
use then we suggest you start by explaining your concerns to your
child. Remember, try not to accuse but instead talk from your
perspective - when this happens we are concerned because ….
Why you are worried.
What has caused this concern
How it makes you and the family feel
Your concerns from a wider more worldly view point
What you would like them to do
If there is little or no response it is important to lay down a set of
family rules - you may use your phone at this time for this period
of time - we will need to take the phone away for a period of
time/ for ever
3. If your concerns over the usage of mobile phones is
believing your child is verging on the criminal as in
statement, then you may need to be very tough indeed
get some professional help in finding out the cause
extreme behaviour.
stretched to
this parents
and perhaps
behind such
‘I discovered our daughter had been using my credit
card without my permission to buy more mobile
airtime for her phone. We were furious and concerned.
My daughter was becoming a criminal for the sake of
using her mobile phone to keep in contact with her
friends whom she saw on a daily basis anyway. She
needed to feed her habit and it seemed she didn’t care
who she upset along the way.’
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 36
© The Learning Company Ltd
This tale suggests dependency - the mobile phone is becoming an
asset that is the most important thing in their lives - they no longer
can reason sensibly.
Children and adults need to be more responsible about the use of
mobile phones - they are not toys but a useful tool for communicating
at appropriate times. We all need to be sensible, considerate and
responsible users.
Other concerns include:
Health risks (radiation)
The Department of Health issues guideline on the use of mobile phone
by young people under 16. Because the head and the nervous system
are still developing in the teenage years, children and young people
might be more venerable than adults.
It has therefore been recommended that children under 16 should be
discouraged from non-essential calls. The UK Chief Medical Officer has
gone further and advised parents not to let children use mobile
phones.
Driving safety regulations
Using a mobile phone whilst driving can be more dangerous than being
‘over the limit’ behind the wheel, but neither is safe.
Drivers' reaction times are 30 percent slower when talking on a handheld mobile phone compared to being drunk and nearly 50 percent
slower than under normal driving conditions. Using a hand-held mobile
phone had the greatest impact on driving performance, but "hands
free" mobile phones also affect drivers
It is exciting to be part of a growing technological world and all should
enjoy its benefits, but in moderation. Children need to have agreed
boundaries for mobile phone usage. Communication within families is
also essential to ensure safe practice.
The future of Text Messaging
According to the Mobile Data Association 16.8 billion chargeable
person-to-person text messages were sent across the four UK GSM
networks in 2002.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 37
© The Learning Company Ltd
Consumers
are
becoming
more
and
more
comfortable with the use of their mobile phone as a
device for communicating with their friends,
colleagues and family. Over 70% of mobile phone
users now use their handsets for text messaging.
Services such as sports results, betting games, and
stock market news are sent directly to mobile phones. Text Messaging
is seen as a medium of choice - simple, cost effective and instant yet
discrete.
As the younger generation grows up they will take their texting skills
with them. They will continue to educate the older generation and will
also pass on their skills to their children and grand children. Text
Messaging will become embedded into generations of family and
friends
DID YOU KNOW?
Crocodile
babies
don't
have
sex
chromosomes; the temperature at which
the egg develops determines gender
ACTIVITY THREE
Circle the words or phrases you would associate with mobile
phone use
Rugby
Text
Boundaries
Handset
Football
Safe
Messages
Usage
Baseball
Internet Safety for all the family
The Internet is becoming an everyday acceptable tool for all the family.
It is a wonderful educational, entertaining, communication tool when
used sensibly - it can, however also be a danger if misunderstood or
used unwisely.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 38
© The Learning Company Ltd
The most dangerous places on the Internet are the chat rooms and
email programmes where children can disclose information about
themselves.
It is therefore important to have a set of family rules for Internet use
and for that use to be a communal talking point and
not an isolated hobby!
The first thing to remember when using the Internet is
that it is like talking in public. In other words whatever
site you visit, your chat room conversations and your
emails can be seen and traced.
That's why it's so important children understand the Internet is
something like a busy city street, where there are interesting buildings,
people, entertainment, but also strangers and danger.
Some basic rules are:
Keep Internet-connected computers in a communal area if the setting
Become an Internet user yourself.
Emphasise what you have already taught children about 'Stranger
Danger'.
Explain that passwords, addresses, PIN numbers, credit card details,
phone and email details are all private and should NEVER be given to
anyone.
Ensure a child kn
It is best if the child never gives any indication of
their age or gender.
Find child-friendly chat rooms with full-time, trained
moderators for children to use.
Encourage children to know that it is safe to tell you about anything
found via the Internet.
What is acceptable usage of the Internet:
Be clear about what
unacceptable information.
Be
clear
about
communication.
you
what
consider
is
to
be
unacceptable
Never download unknown files.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 39
© The Learning Company Ltd
Agree, if necessary, who can use the Internet, and
when.
Agree how long each person can be online.
Consider whether you want your family rules to
apply to visiting friends and family.
Being online
Everyone realises by now, no one really knows who you are online.
That 13-year-old girl could actually be a 15-year-old boy or a 45-yearold man.
Whoever he or she may be, make sure your children understand not to
reveal anything about themselves that would allow someone to track
them down. That includes the obvious, such as full name and address,
but also less obvious details such as phone number, name and location
of school and where parents work.
It's also not sensible for a child to reveal his or her e-mail address.
In addition to not giving away their actual identity, it's important that
children never get together with someone they ‘meet’ online.
Don't assume this advice applies only to pre-adolescents. Yes, there
are some particularly sick paedophiles who prey on young children.
However, teens are victimised at a far higher rate than young children,
especially when it comes to sexual crimes.
Teens are especially vulnerable to all sorts of
exploitation because they are often going through
emotional growing pains that make them easy prey
for ``sympathetic'' and ``understanding'' individuals
who are only too happy to give them a warm shoulder
to lean on.
In addition to the issue of safety, there's the more complicated
question of exposure to pornography - complicated because, to begin
with, most sexually explicit material is not illegal.
How we should respond depends on many factors, including the age of
the child. Young children, for example, aren't likely to be looking for
porn, but they are more likely than teenagers to be troubled if they
stumble upon it. With teens, the issue isn't so much accidental
exposure as it is their interest in finding it.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 40
© The Learning Company Ltd
There is technology for filtering internet access but it is an imperfect
science and not fool proof.
If you have children who chat online you might be wondering how you
can protect them. The best advice is to try to keep in close touch with
what they are doing online. Be especially wary if they always keep the
door shut or turn off the monitor the moment you walk in the door.
Still, that might not be a sign of a serious problem, but of your child's
desire to maintain privacy while chatting with others. You need to
judge their behaviour.
Here are two agreements you could follow, one for children and the
other for parents and carers, to show that both parties understand the
seriousness of Internet use yet want to have the freedom of use for all
the family.
Childrens' Agreement
1. I will not give out personal information such as my address,
telephone number, parents’ work address/telephone number, or the
name and location of my school without my parents’ permission
2. I will tell my parents right away if I come across any information
that makes me feel uncomfortable.
3. I will never agree to get together with someone I "meet" online
without first checking with my parents. If my parents agree to the
meeting, I will be sure that it is in a public place and bring my mother
or father along.
4. I will never send a person my picture or anything else without first
checking with my parents.
5. I will not respond to any messages that are mean
or in any way make me feel vulnerable. It is not my
fault if I get a message like that. If I do I will tell my
parents right away so that they can contact the
service provider.
6. I will talk to my parents so that we can set up rules for going online.
We will decide upon the time of day that I can be online, the length of
time I can be online, and appropriate areas for me to visit. I will not
access other areas or break these rules without their permission.
7. I will not give out my Internet password to anyone (even my best
friends) other than my parents
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 41
© The Learning Company Ltd
8. I will not do anything that hurts other people or is against the law.
Parents'/carers’ Agreement
1. I will get to know the services and web sites a child uses. If I don't
know how to use them, I'll get the child to show me how.
2. I will set reasonable rules and guidelines for computer use by
children and will discuss these rules and post them near the computer
as a reminder. I'll remember to monitor their compliance with these
rules, especially when it comes to the amount of time they spend on
the computer.
3. I will not overreact if a child tells me about a problem he or she is
having on the Internet. Instead, we'll work together to try to solve the
problem and prevent it from happening again.
4. I promise not to use a PC or the Internet as an electronic babysitter.
5. I will help make the Internet an involvement activity and ask my
child to help plan events using the Internet.
So here are the reminders:
Make sure that children understand the basic rules for safety, such as
never giving out their name, phone number or address, and never
agreeing to get together with someone they “meet” online.
Teenagers are actually more vulnerable to sexual assault and other
crimes than younger children and they're far more likely to get
together with someone they meet online. They're also a lot harder to
control. Parents should talk with their teenagers about online safety
and encourage them to come to you if they encounter a problem. If a
teen does talk with you about a problem, don't respond by taking away
Internet privileges. Congratulate them for bringing it to your attention,
and work together on ways to prevent problems in the future.
Remember, it's not what they read or view that can get them into
serious trouble. It's what they write or post.
Life Long Lessons:
It doesn’t end when children are 18. There are plenty
of adults who have got themselves into personal, legal
or financial trouble because of decisions they made
that were not in their own best interest.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 42
© The Learning Company Ltd
The need to think critically even applies to how we conduct ourselves
as people and in the marketplace. People make their decisions based
on 30-second sound bytes rather than studying the question or
problem; a major financial decision can be based on an anonymous tip;
A salesperson’s recommendation can encourage you to buy something
or something read on the Internet could persuade you to do
something. ALWAYS THINK BEFORE YOU PROCEED – IS THIS
REALLY RIGHT FOR ME; WHERE WILL IT TAKE ME.?
There are no control programmes that can shelter people from those
who would try to get us to buy something, vote for someone, join a
club or a cult or fall for some get rich quick scheme that’s "too good to
be true." But sound judgment can go a long way.
AND IT STARTS WHEN CHILDREN ARE YOUNG.
The way teens and adults approach these decisions is usually based on
lessons they learnt when they were young.
You can’t possibly prepare a person with a script that they can use to
apply to every decision that they will ever make but you can at least
strive to equip someone with the judgment skills to approach all
decisions in a critical manner.
Those critical thinking skills that we carry with us our entire lives are
based on what we learn as children. So, when it comes to safety on the
Internet, don’t limit your thinking to pornography and chat rooms. In
general what Children learn about Internet safety will stick with them
even when they’re not online.
Confront the Issues
Open Communication is key
Talk to children, share in their activities. Ask them how they use the
Internet and ask them if they can think of ways that they can stay
safe. Be open, supportive and as nonthreatening as possible. Children
need to know that you won't overreact and take away their online
privileges if they confide in you about troublesome people, material or
situations they encounter online.
At the same time, enjoy the benefits that the Internet brings to each
and every one of us. Confront the Issues.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 43
© The Learning Company Ltd
DID YOU KNOW?
More than half the population of Kenya is
under the age of 15.
ACTIVITY FOUR
Circle the words or phrases you would associate with internet
safety
Cat
Materials
Online
Rules
Dog
Communication
Privileges
Activity
Master
UNIT CYP 3.3: SIGN-OFF
Assessor’s Name:
_________________________________
Assessor’s
Signature:_________________________Date:___________
Learner’s Name: __________________________________
Learner’s Signature:_________________Date:___________
Mentor’s Name:
________________________________
Mentor’s Signature: _________________Date:___________
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 44
© The Learning Company Ltd
UNIT CYP 3.3 : ASSESSMENT
ASSESSMENT ONE
Outline current legislation, guidelines, policies and procedures
within own UK Home Nation affecting the safeguarding of
children and young people
ASSESSMENT TWO
Explain child protection within the
safeguarding children and young people
C/D in CCLD L3 Licensed until Feb 12
wider
concept
Unit CYP3.3
of
Page 45
© The Learning Company Ltd
ASSESSMENT THREE
Analyse how national and local guidelines, policies and procedures
for safeguarding affect day to day work with children and young
people
ASSESSMENT FOUR
Explain when and why inquiries and serious case reviews are
required and how the sharing of the findings informs practice.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 46
© The Learning Company Ltd
ASSESSMENT FIVE
Explain how the processes used by own work setting or
service comply with legislation that covers data protection,
information handling and sharing.
ASSESSMENT SIX
Explain the importance of safeguarding children and young
people
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 47
© The Learning Company Ltd
ASSESSMENT SEVEN
Explain the importance of a child or young person centred
approach
ASSESSMENT EIGHT
Explain what is meant by partnership working in the context of
safeguarding
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 48
© The Learning Company Ltd
ASSESSMENT NINE
Describe the roles and responsibilities of the different
organisations that may be involved when a child or young
person has been abused or harmed
ASSESSMENT TEN
Explain why it is important to ensure children and young people
are protected from harm within the work setting
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 49
© The Learning Company Ltd
ASSESSMENT ELEVEN
Explain policies and procedures that are in place to protect
children and young people and adults who work with them
ASSESSMENT TWELVE
Evaluate ways in which concerns about poor practice can be
reported whilst ensuring that whistleblowers and those whose
practice or behaviour is being questioned are protected
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 50
© The Learning Company Ltd
ASSESSMENT THIRTEEN
Explain how practitioners can take steps to protect themselves
within their everyday practice in the work setting and on off
site visits
ASSESSMENT FOURTEEN
Describe the possible signs, symptoms, indicators and
behaviours that may cause concern in the context of
safeguarding
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 51
© The Learning Company Ltd
ASSESSMENT FIFTEEN
Describe the actions to take if a child or young person alleges
harm or abuse in line with policies and procedures of own
setting
ASSESSMENT SIXTEEN
Explain the rights that children, young people and their carers
have in situations where harm or abuse is suspected or alleged
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 52
© The Learning Company Ltd
ASSESSMENT SEVENTEEN
Explain different types of bullying and the potential effects on
children and young people.
ASSESSMENT EIGHTEEN
Outline the policies and procedures that should be followed in
response to concerns or evidence of bullying and explain the
reasons why they are in place
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 53
© The Learning Company Ltd
ASSESSMENT NINETEEN
Explain how to support a child or young person and/or their
family when bullying is suspected or alleged
ASSESSMENT TWENTY
Explain how to support children and young people’s self
confidence and self-esteem.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 54
© The Learning Company Ltd
ASSESSMENT TWENTY ONE
Analyse the importance of supporting resilience in children and
young people
ASSESSMENT TWENTY TWO
Explain why it is important to work with the child or young
person to ensure they have strategies to protect themselves
and make decisions about safety.
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 55
© The Learning Company Ltd
ASSESSMENT TWENTY THREE
Explain ways of empowering children and young people to
make positive and informed choices that support their well
being and safety
ASSESSMENT TWENTY FOUR
Explain the risks and possible consequences for children and
young people of being online and of using a mobile phone
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 56
© The Learning Company Ltd
ASSESSMENT TWENTY FIVE
Describe ways of reducing risk to children and young
people from:
• social networking
• internet use
• buying online
• using a mobile phone
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 57
© The Learning Company Ltd
UNIT CYP 3.3 : ASSESSMENT SIGN-OFF
Assessor’s Name:
_________________________________
Assessor’s Signature:________________Date:___________
Learner’s Name: __________________________________
Learner’s
Signature:_________________________Date:___________
Mentor’s Name: ___________________________________
Mentor’s Signature:__________________Date___________
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 58
© The Learning Company Ltd
All rights reserved,
No part of this publication may be reproduced, copied, stored or transmitted
without the prior permission of
website: www.thelearningcompanyuk.com
e-mail: [email protected]
C/D in CCLD L3 Licensed until Feb 12
Unit CYP3.3
Page 59