The Green Paper, ‘Every Child Matters’ “sets out the government’s proposals for reforming the delivery of services for children, young people and families” Every Child Matters Summary (2003p3). This became a ‘statutory guidance’ due to the enquiry into the death of Victoria Climbie by Lord Laming (2003).
The work of organisations such as the NSPCC (1884), BANADOS (1845), the GENEVA CONVENTION (1924) and the NCH (1869) led to the development of legislations discussed above.
In Abbot & Moyllett (1997) the different categories of abuse described in the Working Together Manual (Home Office 1991:48) are Neglect, Physical abuse, Emotional abuse and Sexual abuse.
“Historical and current and demographic statistics reveal that, the overwhelming majority of acts of child abuse occur within the family setting”. Elrod (1993) & William (1988) et al in Tobin, J. (1997p122).The statistics also reveals a survey that was carried out in the 1970’s that “87 percent of abusive incidents involved a parent or parent substitute” Tickett & Susman (1988) in Tobin (1997p112).
Child abuse is “socially constructed”. It is seen as normal in some families and cultures. (Hallet, 1995) in Doyle (2005p14) et al. for example, severe physical punishment is used on children to maintain order. The work of multi-agencies, take into consideration the history and cultural backgrounds of children in terms of their welfare and protection needs.
The work of theorists such as Bowlby (1969) shed light on why child abuse might happen. He reveals that, children need an ‘attachment figure’ at an early age which he terms as a “crucially sensitive period” in Corby (1998p30). This agrees with Kemp, an American paediatrician who during the 1960’s discovered ongoing child abuse. This observation enabled him to conclude that parents who abuse their children “have themselves suffered from poor attachment experiences” Corby (1998p31)
Practitioners should be aware of the signs and symptoms of all four types of abuse and changes of patterns in children’s behaviour since they are in contact with the children most of the time.
Child abuse can have a devastating impact and long term effect on all aspects of a child’s health and development, physically and emotionally. The Mclean Researchers in Belmont MA (14/12/2000) discovered four types of abnormalities linked to the brain as a result of child abuse and neglect. This according to them “may subsequently cause disorders like anxiety and depression in adulthood”. Other theorist such as Erickson (1989) confirms the above findings. He theorised that very low self esteem and low level of involvement at school will be displayed by children who have experienced abuse. His research also confirms cases of drug abuse, violent crime and aggressive behaviour can affect children’s behaviour.
Practitioners therefore have a responsibility in safeguarding the welfare needs of children. Ongoing observations and records may reveal a pattern which might cause a suspicion or concern. Many families try to bring up children in an environment where basic needs are met and protection from harm is ensured. However stress as well can have an impact on the well-being of children. Research proves that such sources of stress are domestic violence, mental illness of a parent or carer, alcohol and drug abuse, poverty and social exclusion.
In order to safeguard children’s welfare, practitioners should be alert and respond appropriately to child protection concerns. They should be aware of the different forms of abuse disclosures such as “A full disclosure, a partial disclosure, a direct disclosure and an indirect disclosure”. Tassoni, (1999p223) et al. Practitioners should listen to children and be able to maintain and create calm and trusting attitude towards these disclosures in order to avoid the disclosure being distorted.
It is the role of the practitioner to plan appropriately across the curriculum for the well-being and welfare of the children in their care, taking into consideration the age, ability and the level of development of the children.
‘Birth to Three Matters’ is “a framework for supporting children in their earliest years” outlines four ‘aspects’. They are and A Strong Child, A Skilful Communicator, A Competent learner A Healthy Child. Department Of Education and Skills (2003). The Green Paper (The Children Act 2004) ‘Every Child Matters’ allows practitioners to share information about children and their families with Multidisciplinary team. It also outlines five outcomes. These are Be healthy, being able to Stay Safe, being able to Enjoy and achieve, being able to Make a positive contribution and being able to Achieve economic well-being.
The Foundation Stage Curriculum also has different areas of learning which supports teaching of children across the curriculum which enables children to be assertive and able to say ‘no’. There are other learning opportunities and resources that can be used to reinforce the teaching of safety and well-being for children. Examples are books that teach children the dangers of talking to strangers in order to protect themselves. Role play is another good source of activity.
Multidisciplinary team such as the Police, Health Visitors and Fire Officers can be invited to settings. Leaflets from the NSPCC can also be distributed to children and their families in order to help protect vulnerable children.
It is good practice for practitioners to observe children in their care. This might bring out any concerns. In the setting that I work in, we carry out series of observations to monitor children’s play and well-being. In order to promote children’s welfare and protection needs practitioners should be aware of their role in child protection procedures and the decision making procedures.
If I am concerned about a child due to ongoing observations, I will inform my colleague and the person who is nominated to deal with child protection. This is normally the head teacher.
If she feels there is cause for concern and urgent action needs to be taken because “there is a risk to the life of a child or likelihood of serious immediate harm” HM Government (2005p19) she will involve Social Services and other agencies that have “statutory child protection powers”. HM Government (2005p19).
The Assessment Framework help all these Multi-agencies towards “the assessment of children in need and their families” Department of Health (2005p6). It is in a triangular form and shape with three different approaches which gives clear guidance for multi-agency working. These three approaches are issues which give a holistic picture of the child’s family and environmental factors, parental capacity and the child’s developmental needs.
Partnership with parents at this point is crucial. They need to be informed about concerns and suspicions of abuse involving their children. In some cases parental consent is needed in order to safeguard a child. They need to attend meetings regarding the decision-making process and they have rights about expressing their views. They need to know about any decisions and actions that are to be taken in order to promote the safeguarding and the protection of the child.
The child in question has rights during the decision-making process, depending on their age. In some cases, the practitioner’s role is to attend case conferences in order to work in collaboration with all the multi-disciplinary agencies. Confidentiality is also vital. Records are to be kept in confidence and only to be shown to staffs who are involved in the case.
Dealing with child abuse cases can be distressing for practitioners. They should be careful not to be involved emotionally, as it can damage their relationship with the child and the parent. However they can help these children in dealing with the trauma by providing activities such as painting, drawing and malleable materials in order to express their feelings. Other ways that children can be helped is through play therapy. It “is a way of helping troubled children cope with their distress” Cattanach (2003p24)
Children and their families can have support and protection from other voluntary organisations such as the Kidscape, Child line, HCH Action for children and the NSPCC.
In this essay, I have looked at many areas of child protection. I have considered legislations on the Children’s Act and the impact of abuse on children and the family. I have also considered the significance of cultural context in children’s welfare and protection needs. I have discussed the role of the practitioner in responding appropriately to children’s welfare, in the context of the early year’s curriculum, as well as the role of the practitioner in the decision-making process within a multi-disciplinary network.
I conclude this essay by saying that effective practice in safeguarding children really depends on a multi-disciplinary approach. All these professionals work jointly and collaborate in safeguarding children in need and their families by sharing information, assessing situation, intervening appropriately and reviewing outcomes.
Victoria Climbie’s death was seen as a ‘wake up call’ for practitioners and professionals who are supposed to be safeguarding and protecting children’s welfare.
