325 CONTRIBUTE TO PROTECTING CHILDREN AND YOUNG PEOPLE FROM DANGER, HARM AND ABUSE

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1 Unit overview Elements of competence 325a 325b 325c Respond to your own and other people s suspicion of danger, harm and abuse Respond to disclosure of danger, harm and abuse Support children and young people who have been abused About this unit This unit covers all aspects of protecting children from abuse including the identification of possible abuse, handling disclosures from a child, recording and reporting information about abuse and working with/supporting children who may have been abused. Scope The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Actions that could adversely affect the use of evidence in future investigations could include: asking inappropriate and/or leading questions; not following organisational and legal procedures; putting undue pressure on individuals. Communicate using: the child/young person s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication. Danger could be: imminent; in the short term; in the medium term; in the longer term. Harm and abuse within this unit will cover: neglect; physical, emotional and sexual abuse; bullying; self-harm; reckless behaviour. Risks could include the possibility of: danger, damage and destruction to the environment and goods; injury and harm to people; self-harm; bullying; abuse; reckless behaviour. Your knowledge and understanding for this unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); children and young people, parents, families, carers and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities. OCR Level 3 in Health and Social Care 1

2 Unit overview (continued) Values underpinning the whole of the unit The values underpinning this unit have been derived from the key purpose statement 1, the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. They can be found in the principles of care unit 34. To achieve this unit you must demonstrate that you have applied the principles of care outlined in unit 34 in your practice and through your knowledge. 1 The key purpose identified for those working in health and social care settings is to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care OCR Level 3 in Health and Social Care 2

3 Key words and concepts This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Abuse Active support Carer Children and young people Danger Family Harm Level of development and understanding Others Parents Abuse is causing physical, emotional and/or sexual harm to an individual and/or failing/neglecting to protect them from harm Support that encourages children and young people to do as much for themselves as possible to maintain their independence and physical ability and encourages people with disabilities to maximise their own potential and independence Any person who cares for the physical, social and emotional well being of children and young people Children and young people from birth to 18 years of age who require health and care services; also where the children and young people are still eligible through legislation or policy to receive children s/young people s services, until they reach 21. Where children and young people use advocates/interpreters to enable them to express their views, wishes or feelings and to speak on their behalf, the term child/young person within this standard may cover the children and young people and their advocate/interpreter The possibility of harm and abuse happening Include the people who are legally related to children and young people and those who through relationships have become an accepted part of their family The effects of a child/young person being physically, emotionally or sexually injured or abused Covers the physical, social, emotional and intellectual level of children and young people Are other people within and outside your organisation that are necessary for you to fulfil your job role People with legal parental responsibility OCR Level 3 in Health and Social Care 3

4 Key words and concepts (continued) Rights Risks Signs and symptoms The rights that children and young people, their parents, families and carers have to: be respected be treated equally and not be discriminated against be treated as an individual be treated in a dignified way privacy be protected from danger and harm be cared for in a way that meets their needs, takes account of their choices and also protects them access information about themselves communicate using their preferred methods of communication and language The likelihood of danger, harm and/or abuse arising from anything or anyone Physical, behavioural and emotional indicators which may signify possible harm and abuse OCR Level 3 in Health and Social Care 4

5 325a Respond to your own and other people s suspicion of danger, harm and abuse Performance criteria You need to show that: 1 You monitor and identify any unusual and significant changes in children and young people s emotional and physical health, cleanliness, physical care and behaviour 2 You respond and take immediate and appropriate action where there are concerns that a child/young person might have been harmed and/or abused 3 You evaluate the information and concerns passed on to you, and the significance of any signs and symptoms of danger, harm and abuse 4 Whilst giving priority to the protection of the child/young person, you avoid actions and work with others to avoid actions that could adversely affect the use of evidence in future investigations 5 You discuss concerns with relevant people within your organisation according to organisational and legal requirements 6 You discuss, where appropriate, your concerns with others outside your organisation according to organisational and legal requirements, and in accordance with interagency and partnership agreements 7 You accurately record and report on suspicions, possible signs and symptoms of harm and abuse with the times, dates and explanations that avoid statements that could adversely affect the use of evidence in future investigations and court 8 You pass on relevant, accurate reports and information about suspected harm and abuse to the appropriate people and organisations: within confidentiality agreements according to legal, organisational, interagency and partnership requirements avoiding statements that could adversely affect the use of evidence in future investigations and court OCR Level 3 in Health and Social Care 5

6 325b Respond to disclosure of danger, harm and abuse Performance criteria You need to show that: 1 You respond promptly, calmly and without delay or prejudice to disclosures of possible harm and abuse 2 You seek only sufficient information to confirm that there is an allegation or suspicion, ensuring that you avoid: pressuring the child/young person prompting or using leading questions offering any guarantees of confidentiality 3 You communicate with the child/young person at a pace and in ways that are appropriate to: their level of development and understanding the nature of the disclose 4 You offer support appropriate to: the child/young person the situation the setting 5 You support children and young people through any consequences of their disclosures or allegations, within your role and according to organisational procedures 6 Whilst giving priority to the protection of the child/young person, you avoid actions in response to the disclosure that could adversely affect the use of evidence in future investigations 7 You offer information to the child/young person s parents, family and/or carers, recognising: requirements of the child protection procedures the potential severity of the harm or abuse the risk to the child 8 You make referrals sensitively and appropriately, immediately following any disclosure, and confirm in writing the information provided 9 You complete timed and dated records and reports on incidents, disclosures and/or suspicions of harm and abuse, in a format appropriate to any requests, which: clearly distinguish between observed evidence, information provided by the child/young person and that gathered from other sources are capable of forming the basis of child protection reports are accurate, legible and comprehensive 10 You use supervision to: communicate what happened and discuss your actions help you cope with your thoughts and feelings about the suspected harm and abuse OCR Level 3 in Health and Social Care 6

7 325c Support children and young people who have been abused Performance criteria You need to show that: 1 You seek and acquire the information and support you require to enable you to support children and young people who have been abused 2 You work in partnership with other agencies and professions, involving appropriate specialists to provide the best possible support for children and young people, when appropriate to your role 3 You work with others within and outside your organisation to: understand and examine any implications arising from the harm and abuse children and young people have experienced support children and young people to develop positive coping strategies help children and young people to come to terms with and move on from any distress, fear and anxieties that may have been caused by the harm and abuse 4 Where the child s or young person s behaviour and condition gives cause for concern, you immediately seek advice from appropriate people and organisations 5 You use supervision to identify and obtain the support you need to help you to cope with your thoughts and feelings when supporting children and young people who have been harmed and abused 6 You accurately record and report processes and outcomes from your work with children and young people, within confidentiality agreements and according to legal, organisational, interagency and partnership requirements 7 You pass on relevant, accurate reports and information: within confidentiality agreements according to legal, organisational, interagency and partnership requirements that avoid statements that could adversely affect the use of evidence in future investigations and court OCR Level 3 in Health and Social Care 7

8 Knowledge specification for the whole of this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. Values 1 Legal and organisational requirements on equality, diversity, discrimination, rights, confidentiality and sharing of information when contributing to the protection of children and young people from danger, harm and abuse 2 How to provide active support and place the preferences and best interests of children and young people at the centre of everything you do 3 Dilemmas between: the children and young people s views, preferences, aspirations and expectations, and your role and responsibilities for their care and protection your own values and those of the children and young people, their parents, family, carers and others with whom the child/young person has a relationship your own professional values and those of others within and outside your organisation Legislation and organisational policy and procedures 4 Codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others when contributing to the protection of children and young people from danger, harm and abuse 5 Current local, UK and European legislation and organisational requirements, procedures and practices for: data protection, including recording, reporting, storage, security and sharing of information health and safety risk assessment and management dealing with comments and complaints protecting and safeguarding children and young people from danger, harm and abuse promoting secure and permanent relationships for children and young people parental rights and responsibilities 6 The practice and service standards to which you are expected to work 7 How to access records and information relevant to children and young people, parents, families and carers 8 The purpose of, and arrangements for your supervision and support Theory and practice 9 How and where to access information and support that can inform your practice when protecting children and young people from danger, harm and abuse 10 Government reports, inquiries and research reports into serious failures to protect children and young people, their parents, families and carers OCR Level 3 in Health and Social Care 8

9 Knowledge specification for the whole of this unit (continued) 11 Theory and practice relevant to children and young people with whom you work, about: involving children and young people in assessing, planning, implementing, reviewing health and care services and plans human growth and development the family and society effective communication and engagement identity and self-esteem loss and change power, and how it can be used and abused the effects of stress and distress additional needs and individual differences protecting and safeguarding children and young people from danger, harm and abuse the effects of abuse on children and young people 12 Working in integrated ways that promote children and young people s well-being 13 How to work in partnership with children and young people, parents and families 14 The impact of disruption, including placement disruption 15 Support for children, young people and parents with additional needs 16 Needs and circumstances which make some children and young people, their parents, families and carers more vulnerable to harm and abuse 17 How to recognise the direct and indirect consequences of allegations and disclosures of abuse 18 Key terms, the legal requirements of evidence and the implications for: involving an authorised professional at an early stage of disclosure the importance of not pressurising the child, prompting or asking leading questions 19 How to evaluate and present different types of information from various sources and the importance of distinguishing between directly observed evidence, evidence from reliable sources, opinion and hearsay OCR Level 3 in Health and Social Care 9

10 Evidence requirements for this unit Prior to commencing the unit you should agree a plan with your assessor regarding the type of evidence to be used. You must provide your assessor with evidence for ALL the performance criteria, the relevant parts of the scope as they apply to your work area and ALL the knowledge specification. All the evidence should relate to real work activities for ALL elements of this unit. The evidence must at all times, reflect the policies and procedures of the work as linked to current legislation and the values and principles for best practice within the Health and Social Care Sector. This will include the National Service Standards for your area of work or client group. Simulation is NOT permitted for this unit. The following forms of evidence are required: Reflective account or professional discussion of response to suspicion of abuse; disclosure and support given to children and young people who have been abused. Observation of work products, eg records and reports; supervision notes. Competence of performance and knowledge can also be demonstrated by using a variety of types of evidence from the following: Diary evidence of day to day practice. Case studies/assignments eg current legislation including data protection and local policies. Questioning to demonstrate your knowledge and supplement knowledge demonstrated through performance evidence. Witness testimony, from people such as your link worker, other professionals such as social workers, teachers, line managers, to provide evidence of your work in supporting group living. Direct observation by your assessor and/or expert witness, in a real work situation where this is possible. NB Confidential records are not required in your portfolio, they can remain where they are normally stored and be checked by your assessor and internal verifier. If they are included they must be anonymised. OCR Level 3 in Health and Social Care 10