Liverpool Safeguarding Children Board Child Sexual Exploitation - Raising Awareness
Housekeeping
Welcome & Introductions
AIM of the Training To increase participants awareness of Child Sexual Exploitation as a form of Sexual Abuse and enable them to identify Vulnerability and Risk Factors
Learning Outcomes • Have an understanding of the definition of Child Sexual Exploitation • Recognise typical indicators of sexual exploitation in children and young people • Have an understanding of the Grooming Process • Understand the vulnerabilities that lead to Child Sexual Exploitation • Be able to identify Children and Young People who may be at Risk • Be clear on how, when and why to share information • Discuss ways in which to communicate and engage with vulnerable young people
Evaluating learning Please could you answer the five questions on your evaluation form BEFORE THE COURSE only!!
Guidelines for Safe Learning • • Confidentiality Listen/One speaker at a time Respect No such thing as a “silly” question Responsible for your own learning Okay to get things “wrong” Okay to have feelings Time/Mobiles
Exercise Group Task: What is the definition of CSE? In your groups try to come up with a definition
DEFINITION OF CHILD SEXUAL EXPLOITATION The definition of Child Sexual Exploitation which will be utilised across Merseyside will be: Sexual exploitation of children and young people under 18 involves exploitative situations, contexts and relationships where young people (or a third person or persons) receive ‘something’ (e. g. food, accommodation, drugs, alcohol, cigarettes, affection, attention, gifts, money) as a result of them performing, or others performing on them, sexual act or activities. Child sexual exploitation grooming can occur through the use of technology without the child’s immediate recognition; for example being persuaded to post sexual images on the Internet/mobile phones without immediate payment or gain. In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterized in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability” Safeguarding Children and Young people from Sexual Exploitation - Supplementary guidance to Working Together 2006
Group Task: Signs and Indicators Video Clip In your groups, try to identify the key signs and indicators of sexual exploitation
The following signs and behaviour are generally seen in children and young people who are already being sexually exploited. • Missing from home or care. • Physical injuries. • Drug or alcohol misuse. • Involvement in offending. • Repeat sexually-transmitted infections, pregnancy and terminations. • Absent from school. • Change in physical appearance.
Also. . • Evidence of sexual bullying and/or vulnerability through the internet and/or social networking sites. • Estranged from their family. • Receipt of gifts from unknown sources. • Recruiting others into exploitative situations. • Poor mental health. • Self-harm. • Thoughts of or attempts at suicide.
WARNING SIGNS AND VULNERABILITIES CHECKLIST The following have been identified as typical vulnerabilities: • Living in a chaotic or dysfunctional household (including parental substance use, domestic violence, parental mental health issues, parental criminality). • History of abuse (including familial child sexual abuse, risk of forced marriage, risk of ‘honour’- based violence, physical and emotional abuse and neglect). • Recent bereavement or loss. • Gang association either through relatives, peers or intimate relationships (in cases of gang associated CSE only). • Attending school with young people who are sexually exploited. • Learning disabilities.
• Unsure about their sexual orientation or unable to disclose sexual orientation to their families. • Friends with young people who are sexually exploited. • Homeless. • Lacking friends from the same age group. • Living in a gang neighbourhood. • Living in residential care, or are looked after. • Living in hostel, bed and breakfast accommodation or a foyer. • Low self-esteem or self-confidence. • Young carer.
• Evidence shows that any child displaying several vulnerabilities from the above lists should be considered to be at high risk of sexual exploitation. Professionals should immediately start an investigation to determine the risk, along with preventative and protective action as required. • However, it is important to note that children without preexisting vulnerabilities can still be sexually exploited. Therefore, any child showing risk indicators in the second list, but none of the vulnerabilities in the first, should also be considered as a potential victim, with appropriate assessment and action put in place as required.
All organisations and agencies need to take account of the vulnerabilities checklist and work together to identify children showing the warning signs of, or who are vulnerable to, child sexual exploitation, and act accordingly:
National context
Oxford March 2012 Operation Bullfinch "It is clear there was an organised and sophisticated gang of predatory men who set up a criminal business of, corrupting, isolating and abusing the girls and selling them for sexual purposes. The girls have lived through hell and for them to come to court and give evidence has been nothing short of incredible. The strength and fortitude they have shown has been inspirational. I only hope they can draw a line under this traumatic period of their lives and move forward. ”
Rochdale May 2012 • Nine men who ran a child sexual exploitation ring in Greater Manchester have been jailed. • The men from Rochdale and Oldham, who exploited girls as young as 13 were given sentences ranging from four to 19 years - 77 years in total. • They were found guilty of offences including rape, trafficking and conspiracy to engage in sexual activity with a child. • Liverpool Crown Court heard the group plied five victims with drink and drugs and "passed them around" for sex. • The girls were abused at two takeaway restaurants
Stockport October 2013 Three men jailed for sexually abusing two vulnerable girls in Stockport. The two victims were aged between 14 and 16 when the abuse took place between 2008 and 2011. The abuse came to light after social workers in Stockport became concerned about young girls who were going missing from home.
Myths Versus Reality Myth: There are very few ‘models’ of CSE Reality: The grooming and sexual exploitation of young people can take many different forms. Myth: It only happens in certain ethnic/cultural communities Reality: Both perpetrators and victims are known to come from a variety of ethnic and cultural backgrounds. Myth: It only happens to children in care Reality: The majority of victims of CSE are living at home. However, looked after children account for a disproportionate number of victims and can be particularly vulnerable.
Myth : It only happens to girls and young women Reality: Boys and young men are also targeted as victims of CSE by perpetrators. Myth : It is only perpetrated by men Reality: There is evidence that women can be perpetrators of this crime too. They may use different grooming methods but are known to target both boys and girls. Myth : It only happens to young teenagers by men Reality: Peer-on-peer child sexual exploitation happens too and this can also take various different forms.
Myth : Parents should know what is happening and be able to stop it Reality: Parents may be unlikely to be able to identify what is happening: they may suspect that something is not right but may not be in a position to stop it due to the control, threats or fear of the perpetrators. Myth : Children and young people can consent to their own exploitation Reality: A child cannot consent to their own abuse.
Identifying Perpetrators • Perpetrators come from all ethnicities but each area can have a ‘profile’ – profiles can change • All communities • All ages • They are both male and female • No one group dominates CSE • Internet/trafficking/personal gratification • They are visible in every day life • They are often articulate/Savvy • Not all are involved in commercial exploitation • (Not much is known about those who buy young people from exploiters and groomers)
Identifying Perpetrators • ‘Its all about money – money is tight…jobs are hard to come by, stealing…well its got more consequences. ’ • ‘Young girls are better…they are more vulnerable, they listen to you and they fall for it. Older girls won’t fall for it. ’ (Some views expressed during the November 2011 Dispatches programme – Britain's sex gangs. )
BREAK
CSE in Liverpool Nikki Owens CSE coordinator
• How many young people are being/ at risk of sexually exploited in Liverpool? • Who is most at risk? (links with Missing)
Principles of effective practice 1. 2. 3. 4. 5. The child’s best interests must be the top priority Participation of children and young people Enduring relationships and support Comprehensive problem-profiling Effective information-sharing within and between agencies 6. Supervision, support and training of staff 7. Evaluation and review “If only someone had listened” | Office of the Children’s Commissioner’s Inquiry into Child Sexual Exploitation in Gangs and Groups – Final Report November 2013
Any Questions?
John Rooney Police Missing Person Coordinator
The Police response to CSE in Merseyside
Current Legislation • • • Child Abduction Act 1984 Children Act 1989/2004 Children Leaving Care Act 2000 Adoption & Children Act 2002 Education Act 2002 Homeless Act 2002 Sexual Offences Act 2003 Asylum & Immigration Act 2004 Domestic Violence Crime & Victims Act 2004 UN Convention on the Rights of the Child
Sexual Offences Act 2003 A major piece of law reform creating many offences concerning: Rape, sexual assault, child sexual offences, abuse of a position of trust, familial child sexual offences, offences concerning persons with mental disorders, child prostitution and pornography, exposure and voyeurism, offences in a public lavatory, offences outside of the UK.
Some of the Other New Offences • Meeting a child following sexual grooming etc, (section 17) • Sexual activity with a child family member • Indecent photographs of children 16 & 17 years of age • Abuse of a position of trust • Administering a substance with intent • Trafficking into, within and out of the UK
Grooming Offences in relation to grooming will be committed by an adult where all the following elements are present • An adult who is 18 or over, travels to meet or actually meets with a child who is 16 or younger • The adult intends to commit a sexual offence against the child – evidence may be condoms bought, text messages sent etc • The adult has communicated with the child on at least two occasions beforehand • The adult does not reasonably believe that the child is 16 or over
Any Questions?
Child exploitation and digital technologies
“SEXTING” • When a young person takes an indecent image of them self and sends this to their friends or boy / girlfriends via mobile phones. • By having in their possession, or distributing, indecent images of a person under 18 on to someone else – young people are not even aware that they could be breaking the law as these are offences under the Sexual Offences Act 2003.
What are our young people telling us? Key findings for secondary school age children: • Among year 9 pupils sexting awareness, rather than practice, was prevalent • Sexting usually took place at the formation of, or during, a relationship. • Girls are far more likely than boys to be asked for a picture, boys are far more likely to volunteer one • Further distribution of an image beyond the intended recipient occurs frequently • Girls “sext” to gain attention, or to please boys. Boys ask for images “because they can” and will ask girls until one sends a picture. Research undertaken by Professor Andy Phippen Plymouth University - Visit to Liverpool Schools 4 th-6 th June 2013
Differences between Liverpool young people and others spoken to in other parts of the country: • A slightly younger starting point for sexting incidents to start occurring. In both secondary schools pupils spoke about this sort of thing beginning in year 7 when they move from primary • There was a higher level of maturity and resilience from some girls in dealing with issue around sexting • There was a greater awareness of the reasons for sexting • There was a larger gender imbalance in terms of a willingness to talk about these issues. Research undertaken by Professor Andy Phippen Plymouth University Visit to Liverpool Schools 4 th-6 th June 2013
• Bullying often results from the generation and distribution of an image. The duration of the bullying depends on the popularity of the victim (i. e. the more popular the victim, the less likely it is that bullying will last for long) • Turning to a teacher or parent for help is unlikely due to a fear of being told off or judged • Attitudes toward sexting are somewhat mundane, it happens and will continue to happen • For boys of this age, pornography consumption is widespread and they are very open in talking about it Research undertaken by Professor Andy Phippen Plymouth University –Visit to Liverpool Schools 4 th-6 th June 2013
Social Media – Current Top 3 • Hot or Not • Guess the Body Part • Flash for Cash
What are your experiences of young people and social media? How can we best engage with and support children and young people? Group discussion
LUNCH BREAK
Models of Child Sexual Exploitation 1. 2. 3. 4. 5. Street Grooming/peer on peer ‘Boyfriend’ model ‘Party’ model Internet grooming Organised/networked sexual exploitation or trafficking
The Grooming Line • Targeting Stage • Friendship Forming Stage • Loving Relationship Stage • Abusive Relationship Stage
Grooming Process Targeting Stage Observing the young person Selection of young person Befriending – being nice, giving, caring, taking an interest, giving compliments etc. Gaining and developing trust Sharing information about young people between other abusive adults Friendship Forming Loving Stage Relationship Stage Making young people feel special and spending time with them Giving gifts and rewards Listening and remembering Keeping secrets ‘No-one understands you like I do’; being their best friend Testing out physical contact – accidental touching Offering protection and being there for them Abusive Relationship Stage Being their boyfriend / girlfriend Becomes an ‘unloving’ sexual relationship Establishing a sexual relationship Withdrawal of love and friendship Lowering their inhibitions – eg showing them pornography Reinforcing dependency on them – stating young person is ‘damaged goods’ Engaging them in forbidden activities – eg going to clubs, drinking, taking drugs Being inconsistent – building up hope and then punishing them Isolation from family and friends Trickery and manipulation – ‘you owe me’ Threatening behaviour Physical violence and sexual assault Making them have sex with other people Giving them drugs Playing on the young person’s feeling of guilt, shame and fear
Multi Agency Response to Child Sexual Exploitation
Siobhan Sullivan/Ian Bowden Liverpool Safeguarding Unit
Children’s Services Flowchart 1 Agency representative becomes concerned that a child may be at risk of CSE Agency representative urgently discusses the concern with safeguarding lead Agency representative and Safeguarding lead ensure that CSE 1 Referral Form and CSE 2 Assessment Form are completed Agency representative and Safeguarding lead ensure that CSE 1 and CSE 2 forms are forwarded to child’s allocated SW if known or to Careline if not aware of allocation
Allocated SW identifies concerns SW is aware of CSE concerns in respect of an open case Discuss with Team Leader. Decision made as to whether to undertake Strategy Discussion with police SW ensures that completed CSE 1 and CSE 2 are sent to DO at Safeguarding Unit Agency representative completes CSE 1 and CSE 2. Forwards to both child’s SW if known or to Careline if not aware of allocation SW is informed of CSE concerns Careline is informed of CSE concerns Where identified child is open to CSC information is recorded on Capita and SW informed Careline ensures completed CSE 1 and CSE 2 forms sent to Duty Safeguarding Officer at Safeguarding Officer Mailbox monitored and referral forms sent to Duty Safeguarding Officer each day Where identified child is not open case to CSC, Careline team leader makes decision within 24 hrs whether to undertake strategy discussion with police and generate referral for assessment Children’s Services Flowchart 2
Mailbox monitored and referral forms sent to Duty Safeguarding Officer each day. Duty SO assesses information referred and liaises with SW and/or Team Leader Information referred indicates risk of SE Information indicates that person with PR is contributing to the risk or is negligent in not acting to safeguard the child Duty SO applies threshold for strategy meeting Duty SO and team leader agree the need to convene CP conference CSE strategy meeting takes place as soon as practicable Information presented does not indicate immediate risk of CSE or risks associated with parenting CP conference takes place as soon as practicable DUTY SAFEGUARDING OFFICER REFERS CHILD TO MACSE
Referral pathway for CSE concerns Flowchart
Multi Agency Information sharing • Where the risk is not immediate, referrals should be made to the multi agency CSE meeting using the CSE 1 form • The referrer should also completed the initial risk assessment, in accordance with the Risk Assessment CSE 2 to prioritise the level of risk for each child or young person referred. • Any actions allocated and information received at the meeting will be documented clearly using the CSE 3.
Multi Agency Child Sexual Exploitation Meeting (MACSE) Purpose: • To establish the exact nature of the concerns (and to agree what information to give to parents) and to plan enquiries (and decide who should handle them. ) • To gather and share information (including assisting the police in any criminal investigation) and identify gaps in information. • To agree on action to determine how the case should be managed • Appropriate support in place for the C/YP • To assign tasks to address the concerns (which must be completed before first/next review.
Strategy Discussion and Strategy Meetings • A Strategy Discussion must take place in every situation where there is reasonable cause to suspect that a child is suffering or is likely to suffer Significant Harm, either following a referral or where concerns about Significant Harm emerge in respect of a child receiving support under Section 17 of the Children Act 1989 as a Child in Need. • Children’s Social Care may also convene a Strategy Meeting. Liverpool Procedures online October 2013
Risk Factors • Most common issues are vulnerability, low self esteem and poor self image. • Vulnerability is identified and targeted by offenders, whether the young people live at home with their family, looked after (in care) or whether they have run away. • Looked After Children (LAC) or those running away from home are recognised as being much more at risk of being targeted due to isolation.
As an individual what do I need to do? • • • Recognise there is an issue Take responsibility – ACT NOW – CSE referral Line management – referral feedback Pro active approach - preventative work Ensuring appropriate training/dissemination Support for parents/carers in place? Above all ensure a young person centred approach and that the young person is fully informed at all times.
Any Questions?
Lesley Stopforth & Gaynor Little Action for Children Liverpool Young Runaways
Carla’s Story
Task 1 • In your groups please discuss and answer the question that is on the piece of paper in front of you. • The are 3 questions for part 1 of Carla’s story. Each group has all 3 questions. • Could one person scribe and one person feed back to the larger group after please. • You have 10 minutes to discuss the statement and write down your answers.
Carla’s story - part two
Task 2 • Now you have heard the end of Carla’s story please answer the next question you have in your group. • The are 3 questions for part 2 of Carla’s story each group has 1 each. • Could one person scribe and one person feed back to the larger group after please. • You have 10 minutes to discuss the statement and write down your answers.
Consent • C & YP may claim to be acting voluntarily and may not see themselves as a victim – In reality this is not voluntary or consenting behaviour • What is your understanding of consent?
“There was great confusion among young people about the meaning of consent. Analysis of case files provided illustrations of children struggling to communicate or there was great confusion among young people about the meaning of consent. Analysis of case files provided illustrations of children struggling to communicate or comprehend whether they were consenting to the activity in which they had been involved: ” The report from ‘Office of the Children’s Commissioner, Inquiry into Child Sexual Exploitation In Gangs and Groups’ 2013
Consent & Coercion • • Throughout Inquiry, the panel was presented with confused and inconsistent understanding on the part of both professionals and young people of the concept of consent to sexual activity: Children and young people who were being sexually exploited were frequently described by professionals in many localities as being “promiscuous”, “liking the glamour”, engaging in “risky behaviour” and being generally badly behaved.
Some of the most common phrases used in the call for evidence submissions to describe the young persons behaviour were: • The young person is “prostituting herself”. • She/he “places her/himself in vulnerable situations”. • She/he is “drawn to it”. • She/he is “risk-fuelled”. • They are a “danger to themselves”. • She/he “refuses to acknowledge risks”. • She/he is “sexually available”. • She/he is “asking for it”.
• Labelling reflects a worrying perspective held by a number of professionals, namely that children are complicit in, and hence responsible for, their own abuse. • Professionals often demonstrated a lack of awareness of the impact on children of living in dangerous environments and of the consequences for the child or young person of saying “no”. • Numerous testimonies from young people provided evidence that failure to comply with demands for sex, were likely to result in serious harm to them and/or to their family.
• It was clear that, even when young people were saying that they were agreeing to sex, this was happening under manipulative and coercive circumstances. • However, coercion was not always identified, or even considered, by professionals. • Professionals need to be clear – that sexually-exploited children are children first and foremost, and that their experience in these circumstances is not consensual, but abusive.
England Wales • The age of consent to any form of sexual activity is 16 for both men and women. • The Sexual Offences Act 2003 introduced a new series of laws to protect children under 16 from sexual abuse. However, the law is not intended to prosecute mutually agreed teenage sexual activity between two young people of a similar age, unless it involves abuse or exploitation. • Specific laws protect children under 13, who cannot legally give their consent to any form of sexual activity. There is a maximum sentence of life imprisonment for rape, assault by penetration, and causing or inciting a child to engage in sexual activity. There is no defence of mistaken belief about the age of the child, as there is in cases involving 13– 15 year olds. • Read more at http: //www. fpa. org. uk/factsheets/law-onsex#K 6 xm 4 RFx. Y 7 AQx. Xy 7. 99
Statutory definition of consent from CPS; • Section 74 defines consent as 'if he agrees by choice, and has the freedom and capacity to make that choice'. Prosecutors should consider this in two stages. They are: • Whether a complainant had the capacity (i. e. the age and understanding) to make a choice about whether or not to take part in the sexual activity at the time in question. • Whether he or she was in a position to make that choice freely, and was not constrained in any way. Assuming that the complainant had both the freedom and capacity to consent, the crucial question is whether the complainant agrees to the activity by choice. • The question of capacity to consent is particularly relevant when a complainant is intoxicated by alcohol or affected by drugs.
Mia’s story ‘Mia’, a young woman of ‘Mixed’ ethnic heritage, disclosed to professionals that she had been sexually exploited for two years by a local street gang, from the age of 11 to 13. When Mia made her disclosure she named a number of other girls from a mixture of ethnic backgrounds, who were either present at instances of abuse or who were also abused by members of the gang. Some of the girls named were interviewed by the police. The girls, who had witnessed the abuse, or previously been friends with Mia, stated that Mia had consented on all occasions that they had witnessed. They stated she was a ‘slag’. One of the other girls, who had also been abused by the street gang, was shown phone footage of her assault. She informed the police that she did not want it to happen, but that she had consented and therefore did not want to proceed with a complaint.
Children’s Understanding of Consent • The report by the Office of Children said children were confused for many reasons. For example, given their previous experiences of child sexual abuse. • Influenced by where they lived and with whom they mixed. • Influenced by the fact that they had previously committed offences. They assumed they had to comply with the abuse or might turn them in to the police. • Others understanding was informed by wider social messages, stereotypes and structures. • Grooming process distorted some children’s understanding of consent • Feelings of powerlessness and resignation were common • For all of these reasons, some children simply did not feel that there was a choice
Rochelle’s Story Over the two years that ‘Rochelle’ was sexually exploited by a street gang, several forms of technology were used to abuse and control her. Members of the street gang would routinely steal her phone and then tell her that if she wanted it back she would have to come and meet them. When Rochelle went to locations to collect her phone she would be told that she must perform oral sex on one or multiple members of the gang or they would anally rape her, in order to get her phone back. Members of the gang, and their sisters, would send Rochelle abusive and threatening text messages throughout the abusive process. These on-going threats scared Rochelle, meaning she was always afraid of what might happen to her. Instances of abuse were filmed by members of the gang, and Rochelle would be told that if she did not comply with the demands of gang members, footage would be circulated around her school. When Rochelle disclosed the abuse she was threatened over Facebook. The young men who were abusing Rochelle would communicate frequently using an instant messaging service, and individual members of the street gang would also use it when they were with her to invite others to meet up and take part in the abuse.
A person consents if they agree by CHOICE and have the FREEDOM and the CAPACITY to make that choice……
The young person’s perspective Young person’s view: Reality: Society sees: Girl Abused child Prostitute Boyfriend Abusing adult Pimp His friend Child sex offender Paedophile
Boys & young men • SE services report that a third of the referrals relate to boys and young men. • It can be more difficult to detect cases of SE with males as they are generally harder to work with and less likely to disclose. • It is problematic as issues of sexuality may well come to the fore. • Society’s perceptions of how boys & young men should behave is a barrier i. e. boys don't cry
‘What Information do children and young people need about CSE? ’ How to recognise if it is happening to you How serious it is What it is / Different ways in which is can be happening How to get help / Lots of different options Information about the risks around alcohol and drugs Reassurance that if it is, or has, happened to you that you can get help and support • A really strong message to just say ‘NO’ if something doesn’t feel right to you • • •
Parents and Carers Perspective • They see a change in behaviour • Could see it as teenage behaviour/a rebel/hanging with the wrong group? • Experimenting with drugs and alcohol • Isolated, angry, emotional • Stressed • Bad parent – inadequacy? • At breaking point – Breakdown in adult relationships – rippling effects throughout the family • Bad behaviour – Had enough, someone else deal with this? • Not my fault • Where’s my loving child gone? • Loss of control
Any Questions?
Lorraine Wood Centre Manager/Independent Sexual Violence Advisor RASA (Rape and Sexual Abuse) Sefton rasasefton@btconnect. com Phone: 0151 922 9385
Exercise Case Study: In 4 Groups Consider the impact of CSE on a Child (this also applies to Adult Survivors of CSE)
Marina’s Story ‘Marina’, a 16 -year-old White British young woman, was sexually exploited along with her 14 -year-old sister, in public and in private homes and buildings. Professionals reported that local White British shop owners would sexually exploit Marina in exchange for alcohol and cigarettes. Both would also be ‘picked up’ by men on the streets and sexually assaulted in local alleyways. Marina had been met by a range of men and driven to parties in other local areas where she would be raped by multiple ‘party-goers’ before being dropped off at home. Marina also reported going to parties at her ‘boyfriend’s’ house and being passed around his other friends. Her boyfriend, of North African origin, was in his late thirties.
Indicators of possible SE Health • • • Physical symptoms Chronic fatigue Recurring or multiple STI’S Pregnancy and/or Termination Substance misuse Sexually risky behaviour
Indicators of possible SE • Education • truancy or disengagement • considerable change in performance at school Emotional & behavioural difficulties volatile behaviour extreme array of mood swings abusive language involvement in petty crime e. g. shoplifting, secretive behaviour • Getting into cars driven by unknown adults • • •
Indicators of possible SE • • Identity low self image low self esteem self harming behaviour • • • Family and social relationships hostility with parents/ carers physical aggression towards parents/teacher/pet placement breakdown reports from reliable sources detachment from age appropriate activities associating with other C &YP who are known to be SE unexplained relationship with older adults & older youths outside residences Missing from home
Indicators of possible SE Social presentation • changing appearance • leaving home setting in unusual clothing • returning after missing incidents looking well cared for in spite of having no known home base • new clothes, possessions & money etc
Any Questions?
Professional Perspective • It can be hard to persuade C & YP that they are victims of abuse or in need of protection. • Make it clear to C & YP that if they are considered to be at risk, concerns have to be referred to the appropriate agencies.
As a professional working with young people, you may have opportunities to identify issues early so it is important to familiarise yourself with the signs that a young person is being exploited and to share this information with your colleagues or professionals in other agencies.
“I was threatened, I was left places. I was left on motorways. I was left in houses. I had my clothes taken from me, I had my phone taken. I didn’t tell mum anything. She asked for help and it was disregarded. The local authorities just thought I was being a teenager and a nuisance and just misbehaving. Nobody took notice and it wasn’t until it I had got so badly involved that I was coming home intoxicated by drugs and being sick and really poorly that the authorities took me seriously. “ Victim of child sexual exploitation October 2013
Summary of the day…. • Understand the definition of Child Sexual Exploitation • Recognise typical indicators of sexual exploitation in children and young people • Have an understanding of the grooming process • Understand the vulnerabilities that lead to Child Sexual Exploitation • Be able to identify Children and Young People who may be at Risk • Be clear on how, when and why to share information • Understand the importance of communicating engaging with vulnerable young people
Contacts and Information Resources Handout
Thank you Certificates are available…. but first could you complete your evaluation form Thank you
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