This article discusses the definition of child abuse and the importance of safeguarding children. It also covers sexual abuse, its types, and its consequences. The policies and legislation in place to protect children are also discussed, along with the role of teachers in safeguarding children.
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CHILDREN WELFARE1 SAFEGUARDING CHILDREN By (Student’s Name) Course Title Tutor’s name University’s Name Date
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CHILDREN WELFARE2 Safeguarding Children Introduction Child abuse is perpetrating any form of action to a child that may lead to significant harm (Straus, 2017). It could also involve failure of taking certain actions where the child suffers as a result of the failure. Historically, most communities were predominantly patriarchal and the child was considered as belonging to the father (Chamberlain 2017). The teacher as a professional could play an important role in safeguarding children. This could ne through teaching children about their rights, ensuring that they are protected when in school, providing support (having a listening ear to the children) and also through identifying children who may be abused (through signs and symptoms). A child may be defined differently by various people groups, religions, nations etc. However, in most nations, the term child is used to refer to an individual who is below the age of 18 years. Safeguarding children is a broad term that encompasses a set of actions all carried out with the aim of ensuring that the rights of children are observed. There are various forms of sexual abuse including physical, emotional and sexual. Sexual abuse refers to situations where children are either forced or lured in to sexual activities. The two main categories of sexual abuse are contact and non-contact abuse. Sexually abused children exhibit characteristics such as avoiding certain people, knowing too much information about sex and becoming pregnant or contracting a sexually transmitted infection. There are several laws and policies put in place to ensure that children are safeguarded. For instance, there is the national convention of the rights of a child. The UN convention has been adopted by many countries including the UK. There is also Working Together to Safeguard Children which is a guide for inter-sectoral working to safeguard the welfare and wellbeing of children. The teacher as a professional has a key role in ensuring
CHILDREN WELFARE3 safety and wellbeing of children. There are factors that inhibit partnership in safeguarding children. For instance, the perpetrators of abuse (who are almost always someone close to the child) work very hard to conceal the evidence. This is through such factors as selling fear to the child or moving from place to another. The teacher could play an important role in overcoming this challenge. They could empower children by making them know their rights and the frameworks put in place to ensure their wellbeing. Multisectoral collaboration is important ensuring the safety of children. Safeguarding Children and Child Abuse In the contemporary days, child abuse is a broad term that defined in different ways in different places. In the modern days, child abuse can be defined as any action (by an adult or another child) whose perpetration poses/causes significant harm to a child. The definition also encompasses the failure to carry out an action and the omission pose significant harm to a child. This harm/abuse could be sexual, physical, emotional etc. It is important to emphasize that the modern definition is a very important one and has led to better protection of children. Historically, there wasn’t a definition for child abuse. This is mainly because children were treated as properties of their parents. The traditional society (in most places) was predominantly patriarchal. The father of the child was supposed to decide on behalf of the family, and the household were his property. There were even no laws/legislation protecting children and their rights (Read, Harper, Tucker and Kennedy 2018). It follows that children were at a relatively high risk of being abused with nothing being done about it. With time, children were appreciated s important members of the society who should be protected and
CHILDREN WELFARE4 taken care of. Due to the increased cases of abuse, most states intervened, defined child abuse and developed legislation, rights and freedoms for children. Safeguarding children is a very important endeavour and every law-abiding citizen should be sure to embrace the role (Grath-Lone, Woodman and Gilbert 2015). The professional role chosen is that of a teacher. A teacher has great role in safeguarding children. This could be achieved through several ways. One is through identifying children who may present signs of abuse and organize how they will be helped. The teacher also teaches/educates children about their rights and to know when they are being mistreated. It is very important for teachers to ensure that children are safeguarded. This is because they usually deal with a group of children and therefore have an opportunity to interact with several children. this is a perfect opportunity to ensure that safeguarding is done. In addition, it is the role of the teacher to teach. Therefore, they should take the opportunity to ensure that children become aware of their rights, freedoms and legislation revolving around them. Each of us in their roles have a responsibility of ensuring that children are treated well and not abused. They are human beings and their lives should be treated with great dignity. The definition of a child may vary from place to place and depending on factors such as culture and religion. In many countries and states, the term child is defined as a young human being who has not yet attained the age 18. It follows that any person who has reached their 18thbirthday is considered an adult. The assumption made by most states in determining the age cut off, is the age at which one can earn and make decisions on their own. It is assumed that most people under the age of 18 years are still under the care of their parents/ caregivers. Certain people groups consider anyone a child if they have not yet undergone puberty. Others use cultural rituals such circumcision (for boys) and special education programs (for girls) to transform the young human beings from childhood to adulthood. Anyone who has not yet undergone the ceremonies mentioned is considered a child. In most
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CHILDREN WELFARE5 places in the contemporary society, the states take the primary role in defining who is a child. As seen, most of these states define a child as an individual who is less than 18 years. Safeguarding children is a term that is used to cover all those aspects that revolve around ensuring that children’s welfare is kept at optimum. This means that both the actions towards ensuring their well being as well as protecting them from abuse is covered in the definition. There are four main aspects of safeguarding children. one is ensuring that a child is prevented from anything that is likely to cause them harm. Secondly, it alludes to ensuring that the child’s health is well taken care of. Thirdly, the term safeguarding means that the child receives parenting/care that is both safe and effective. Lastly, it also revolves around ensuring that the rights of children are observed and that every child has equal opportunities in life. The difference between safeguarding and other terms such as child protection is usually the scope. The scope of the term safeguarding is wider than child protection for instance. Here is how. Child protection covers a single aspect of ensuring that children are protected from forms of abuse. It is therefore a subset of safeguarding children. As seen earlier a child is any young human being who is below the age of 18 years. The safeguarding discussed here therefore revolves around this group of individuals. Sexual Abuse There are four main categories of child abuse. These are physical, sexual, emotional and neglect. Sexual abuse is going to be discussed in this section. Sexual abuse refers to situations where children are either forced to take part in sexual activities or lured in to the same (Kempadoo and Ghuma 2017). This suggests that it is wrong to have sex with a minor whether forced or persuaded. The assumption is that a child cannot make rational decisions concerning sexual activity and therefore engaging in sexual activity with them is deemed
CHILDREN WELFARE6 sexual exploitation. Sexual abuse does not necessarily mean physical contact. It could also happen online. Most of the times, the child is never aware that what is happening to them is abuse. They may not even be aware that what is happening is wrong. In addition, most children who undergo sexual abuse are often too afraid to talk about it. Sometimes this fear could be caused by threats given by the perpetrators of the heinous act. As discussed in the earlier section, every individual has a role to play in ensuring that children are safeguarded. If this were to happen, the sad statistics of sexual abuse could probably decline. For instance, it is estimated that 1 in every 20 children in the UK have been sexually abused. As seen above, sexual abuse is a broad term. There have been several definitions of the term. The definitions will be broken down in to two main components in this assignment. One of these components is contact abuse. Extensive research has discovered four main types of contact abuse. First, is any kind of sexual touching whether the child is having any wear or not. Secondly, is rape or penetration. Third, is luring or making the child engage in sexual activity through force. The fourth type of contact abuse is carrying out actions such as making the child to take off their clothes, touch the genitals or someone else or masturbate. The second main component of sexual abuse is non-contact abuse. There are seven main types of this form of abuse. One is luring or encouraging a child to watch or listen to sexual content. The second is reluctance to take necessary actions to prevent a child from being sexually exploited. Thirdly, abusing a child online (this includes making or distributing images that have child abuse content). The fourth way is exploiting a child sexually in exchange of certain favours such as money. The fifth type of non-contact abuse is presenting/showing pornographic material to a child. Children who are being sexually abused portray certain characteristics. One of these is that they may be avoiding certain people (Van 2017). Such children could seem not to enjoy the company of certain individuals who could even be family members. They may also seem
CHILDREN WELFARE8 in life, abusing drugs such as alcohol, experiencing problems with parenting or love relationships and portraying antisocial behaviour (such as committing crimes). Policies and Legislation This section will discuss some of the policies and legislation that are in place concerning children and preventing them from abuse. In addition, the role of a teacher in ensuring that children are safeguarded will be explained. This will be done in through considering the national and local policies that revolve around the same. it is worth noting that it is important for individuals (especially those who work with children) to be aware of the policies and legislation surrounding children and their wellbeing. Having noted that, it is very important to look at the rights and freedoms of children. The United Nations Convention on the Rights of the Child (UNCRC) is an internationally binding document. Therefore, it could be defined as international law that contains the rights of every child. The main aim of the convention was to ensure that all children anywhere in the world are protected by an internationally binding law (Jones and Sumner 2018). One of the rights that every child is entitled to is that of life and survival. Every child has a right to give their views and to have those views respected. In addition, any decision made concerning a child should be in the best interest of the child. A child is also entitled to a name and a nationality. Every child has a right to the highest attainable level of health care and social security. This applies to all children including those with disabilities. Every child also has a right to education. In addition, any child who is in a refugee is entitled to special protection. These are some of the rights and freedoms contained in the convention. It is very important for an individual who works with children to be aware of these rights and freedoms for optimal care of the children (Dishion and Patterson 2015).
CHILDREN WELFARE9 The Working Together to safeguard Children statutory guidance document provides guidance to institutions in England on how to ensure that children are safeguarded. This is through provision of roles and responsibilities that the organisations should play to ensure that children are safeguarded. Some of the requirements laid out by the statutory are going to be discussed in this section. One of the sections relates to persons who are in positions of trust. It outlines that organisations must have some policies in place to guide how to go about allegations against people who work with children. Another section is early years and child care. The requirement here is that all those who provide care to children in their early years must implement some policy that is intended to guard and protect those children. It is required that such a policy must explain the actions that will be taken in the event that a safeguarding concern arises. Another section deals with whistle blowing. The section requires that institutions and organisations must have an internal whistle blowing policy in place. Such a policy should ensure that all the employees are adequately trained on safeguarding children and made aware of the guidelines (working together to safeguard children). These are just some of the sections outlined within the statutory. Working Together to Safeguard Children is comprehensive document whose main aim is to ensure that institutions and organizations are safeguarding children. The teacher as a professional has a great role to play in ensuring that children are safeguarded. The policies and legislation discussed above, in conjunction with others apply to the role of a professional teacher. As a teacher the application of the policies and legislation is done in several ways. One is through informing the children about their rights and freedoms. It is the role of the teacher to educate the children on issues that revolve around them (Osler and Starkey 2017). Another way that the teacher safeguards children is through identification of the potentially abused children and helping them receive professional care. For instance, a teacher could report to the appropriate authorities. The teacher also has the
CHILDREN WELFARE10 role of serving by example in ensuring that they safeguard children. The school environment should be designed in such a way that children cannot easily go out of school and that strangers/outsiders do not gain access to the school compound. The teacher should also encourage children to speak out concerning any form of abuse that they may be experiencing, so that they can receive professional care. In a nutshell, there are legislation and policies revolving around children and their protection. Factors that Inhibit and Assist Partnership When Safeguarding Children Most of the perpetrators of child abuse are usually people who are close to the child. It is sad that sometimes the person could be the parent or even a sibling. For a perpetrator of child abuse to be charged with abuse, there must be evidence that abuse took place. The process usually involves investigation at a health facility. The most important person in providing witness of the abuse is the child (in cases where the child has the ability to do so). The perpetrators of the heinous acts of child abuse have the habit of ensuring that they destroy the evidence. Without the appropriate evidence, it is very hard to prosecute. Some family members even side with the person who committed the crime in order to protect the name of the family. While this may sound like a silly idea in the 21stcentury, it still happens. The police and other interested parties therefore find it very hard to gather the appropriate evidence. It is sad that the very people who should be protecting the child team up to trample on the rights of the child. Another mechanism that the perpetrators use is to sell fear to the child. The child is warned that saying anything about what happened may result in serious consequences. Due to this, the child is too frightened to say anything to anyone. These factors make it very difficult to serve justice in such instances. The families may also be consistently moving from place to place in order to hide evidence. If an individual (a family member) is
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CHILDREN WELFARE11 suspected by members of the society (in the neighbourhood for example) of abusing a child, they may move to another place where no one knows about them. This may end up creating a vicious cycle where the child is continually abused without any legal action being taken. As it has been identified in the previous sections, child abuse could have detrimental effects in health and wellbeing of the affected children. These could be both in the short term and the long term. A child is a human being and like anyone else they are entitled to a dignified life that is free of all forms of harm. It follows that the above mechanisms of concealing evidence are highly uncalled for and should be dealt with in way that administers justice. There are various actions that could be carried out to ensure that such cases of inhibiting proper partnerships are reduced to none or negligible cases. One of the ways would be developing harsh punitive measures for any person involved in concealing of evidence or aiding the same. It has long been known that one of the ways of eradicating a behaviour is punishing it. Punishing the behaviour harshly would probably lead to an eradication of the same. The teacher as a professional could also play a very important role in assisting partnerships. The teacher occupies a special place in the life of a child since they are with the at school most of the days in a week. The teacher could focus on building a strong helping relationship with every child that they are teaching. Studies revolving around the psychology of children indicate that this is a very possible endeavour (Roberts 2017). After establishing such a relationship, the teacher earns the trust of the child. In instances where the child had been warned never to say anything, the teacher can convince the child to say it all by assuring them of their safety and wellbeing. In this way, the teacher influences the child to testify about the tribulations they are going through making the process of persecution easier and faster.
CHILDREN WELFARE12 The teacher could also play another important role of educating the child on their rights and informing them of places where they could get help in case they are abused in any way. The good thing about this is that the child becomes aware that is wrong to be abused in any way. Secondly, they get to know that there are institutions or mechanisms put in place by the government and other stakeholders to ensure their safety. It has been argued for a long time that knowledge is power. A person who has attained knowledge is empowered and they act from a point of understanding. In the same way, a child who understands their rights and knows that they can get help is more likely to seek help in case they are abused in any way (Walker 2018). It is also important to note that for child abuse to be eradicated or greatly reduced, there is need for a multi-sectoral approach to be adopted (Albert 2017). An example will be provided here to illustrate this. Consider a child who is working (child labour) because they hail from background of extreme poverty. In such a case, multisectoral approach would be aimed at ensuring that factors are favourable such that there will no situation that will make the child work for basic needs such as food. The government could for instance provide feeding programs in schools to ensure that such children do not miss school due to hunger. Non-governmental organisations such as United Nations Children Fund (UNICEF) could also intervene by ensuring that cases of malnutrition are managed. In this way children will be in good health and their right to health is observed. The community could also work together to ensure that no child is abused in any way and unanimously agree to report anyone noted doing so. In such a case (example given above) they could come together to ensure that no child suffers from hunger due to poverty by contributing to taking care of the vulnerable children.
CHILDREN WELFARE13 Conclusion Child abuse relates to any action or omission that poses significant harm to children. It is a relatively new term since long ago children were treated as properties of the parent(s). A teacher has a very important role in safeguarding a child. They could do so through such factors as educating the children about their rights and offering support (e.g. emotional support). The definition of a child varies due to factors such as religions and ethnic groups. However, many nations around the world define a child as anyone who is not yet 18 years of age. Safeguarding children refers to the summation of the factors that are put in place to ensure that a child is safe and well. There are various laws and policies that are in place to ensure that children are safeguarded. These include the International Convention on the Rights of the Child and Working Together to Safeguard Children. Certain factors may inhibit partnership in safeguarding children. These include concealing of evidence by the perpetrators through such ways as moving from one place to another. The teacher could greatly intervene here by educating the child on their rights and offering appropriate support.
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CHILDREN WELFARE15 Read, J., Harper, D., Tucker, I. and Kennedy, A., 2018. How do mental health services respond when child abuse or neglect become known? A literature review.International journal of mental health nursing. Roberts, H., 2017. Listening to children: And hearing them. InResearch with children(pp. 154-171). Routledge. Steinberg, S.B., 2016. Sharenting: Children's Privacy in the Age of Social Media.Emory LJ, 66, p.839. Straus, M.A., 2017. Ordinary violence, child abuse, and wife beating: What do they have in common? InPhysical violence in American families(pp. 403-424). Routledge. Van der Kolk, B.A., 2017. Developmental Trauma Disorder: Toward a rational diagnosis for children with complex trauma histories.Psychiatric annals,35(5), pp.401-408. Walker, G., 2018.Working together for children: A critical introduction to multi-agency working. Bloomsbury Publishing.