Assignment 2: Safeguarding Children and Young People (Unit 2)

This report comprehensively addresses the critical topic of safeguarding children and young people within the UK. It begins by outlining key legislation, guidelines, policies, and procedures, including the Children Act 1989 and the Human Rights Act 1998, emphasizing their impact on child welfare and the roles of various stakeholders, such as local authorities and the United Nations Convention on the Rights of the Child. The report then explains the fundamental need for safeguarding, highlighting the vulnerability of children and young people, and emphasizing the importance of a safe environment, training, and early intervention to prevent harm. A significant portion of the report is dedicated to explaining the child-centered approach, emphasizing its role in promoting children's independence and well-being by considering their individual needs and perspectives. Furthermore, the report elaborates on partnership working in safeguarding, detailing the collaborative efforts of various organizations, including schools, healthcare providers, and law enforcement, to create a coordinated approach to child protection. The report also describes the specific roles and responsibilities of different organizations involved when a child has been abused or harmed, such as health visitors, GPs, probation officers, police, and schools, underscoring the importance of their collective efforts. Finally, the report concludes by explaining why it is crucial to protect children within the learning environment, highlighting the need for a safe and supportive setting to foster their social, emotional, and educational development.

Assignment 2
Unit 2: M/616/5880
Understand how to Safeguard Children and young People

Q1.1 Outline current legislation, guidelines, policies and procedures within UK Home
nations affecting the safeguarding of children and young people.
The huge and far-reaching legal reforms brought by the Children Act of 1989 in England and
Wales had a direct impact in children and adolescents' health, welfare, and general well-being. It
is still an important piece of law since its major purposes is the protection of children and the
rights and duties of local governments.
The Children Act 1989
It underlines the critical principles to be followed while working with children and young people,
and need to provide a safe and secure environment; and if any children are identified as being
mistreated or at risk of abuse, prompt action must be taken. Parents and professionals must work
together to ensure the safety of a child or young person (Weston, 2007). The Local Authority is
required to conduct an exploration if there are reasonable reasons to believe a child is suffering
from significant damage.
United Nations Convention in the Rights of the Child 1989
United Nations Convention in the Rights of the Child defines children's rights and what the
ssstandard that matches their physiological, and social requirements, and the government must
offer additional funds to disadvantaged parents if their living standards comes up short (Henaghan,
2020).
The Human Rights Act 1998
The Human Rights protects all the people. It safeguards us against torture and brutal treatment, as
well as discrimination as everyone is equal. The Government authority which works for human
rights that infringes rights is in violation of the law. This Act introduced several key obligations,
including the establishment of Children's Trusts, Local Safeguarding Children's Boards (LSCB),
and the duty for all agencies to support and preserve child safety (Stevens, 2000).
Q2.1 Explain the need to safeguard children and young people.
Safeguarding is all about taking an action to prevent children discrimination and to take initiation
on promoting the welfare of the children against any harm. In general, it is a way of protecting
children from abuse and mistreatment. The age group aspects from the child group to

adolescence age group are vulnerable as they are at the initial stage in the journey of life and lack
experience to understand and handle a certain situation. Safeguarding children and young may
include providing a secure and easy surrounding indoors on the outer surface of a school
location, keep updating about training about safeguarding and encouraging education and
growth. Safeguarding in kids is much needed as it is vital for spotting the warning signs and
alerting the relevant authorities to help victims of abuse promptly (Powell, 2011). Along with
this, safeguarding kids and an adolescent group of people is important as they are not capable to
defend themselves from misbehaving and abusive behaviour and as they are faraway more
vulnerable to things like exploitation and abandonment than adults are. Due to the misbehaving
and abusive incidents, children and young people might be harshly exaggerated by the danger,
risk and terror from the people who are supposed to be closest. kids and adolescents people can
sense secure and safe in a safe environment. In addition, kids and adolescents might feel safe and
can be aware of their abuses and misbehaving by acknowledging their safeguard policies and
procedures. In this regard, high-quality operational knowledge of the school policies and
procedures aids in defensive and promoting child development with the possibility by exploring
the environment and learning from side to side knowledge. Furthermore, defending kids and
young within a secure environment with the help of policies allows them to grow with self-
assurance as members of society. To make the children and young people secure and safe in any
public spaces like schools, hospitals, and clubs as well as in voluntary and involuntary
organizations is important. Beyond protecting children from abuse safeguarding is all about the
psychological development of children and youth in a positive and safe environment (Macdonald
et. al, 2014).
Q2.2 Explain the impact of a child or young person-centered approach.
The kids or adolescence approach is the approach used for decision-making by keeping the
children or the young person in focus or centre. It is one of the holistic approaches to the child's
development. In a child or young person-centred approach, children are kept in the centre which
allows them to develop more confidently and independently. Keeping the children at a centre
takes place in believing in themselves and can feel at ease with who they are. Along with this, it
is a fundamental approach in terms of safeguarding and promoting the welfare of every child
(Uhlmann, Pizarro and Diermeier, 2015). Every child needs different attention and support when

it is the issue of abuse and misbehaving, the child-centred approach allows for handling every
child and individual in different aspects as per their need and support that they might be seeking.
The child or young person-centred approach helps in understanding every child according to
their needs. By identifying their needs and required attention, the child or young person-centred
approach offers support to the children to enable them to be healthy, stay safe and grow more
confidentially and positively. In terms of safeguarding children and young, the approach views
of the children and feelings are listened carefully and then after only concluded taking decisions.
The approach helps in dealing with and every child according to their need and the support
required to deal with the situation. The child-centred approach promotes the right of the child
and gives attention and makes the connection to communicate according to the need of the kids
and adolescence people. This approach allows the children and young people to think,
experience and explore for the answers in the direction that they wish to experience rather than
directing them (The importance of a child or young-person centred approach Example, 2016).
Moreover, the approach helps in having a positive contribution and helps in achieving economic
wellbeing.
Q2.3 Explain what is meant by partnership working in the context of safeguarding.
Partnership working is the process of working collaboratively with two or more groups for a
common goal. In partnership, power is split within the groups but the financial responsibility is
always attached. Partnership working works together for a change for instance, different
organizations working for bringing change in the society is an example of partnership work.
Safeguarding the children and young is one of the responsibilities of the people around the
surrounding, societies, associated people and different organizations. Therefore, Safeguarding
children or young people with a partnership requires a responsible person with associated
professions that can understand what is required for them and how to work together (What Is
Partnership Working In The Context Of Safeguarding? – ictsd.org, 2022). Partnership on the
safeguarding of the children or young people starts with the administration legislation and
moving with through to local relationships. About this, the core objective of partnership in
safeguarding children or young people is to coordinate with the local people and associated
organizations in promoting the wellbeing of kids to ensure the effectiveness of what the member
organizations do individually and together. While working in partnership for the same

goal,effective two-way communication is a must within the professions to promote the welfare of
the children. Every individual who works with children is responsible to keep them safe and
provide them a safe environment. There is less chance of moving away from a safeguarding
system or stopping the abuse from happening in the first place while working in partnership with
safeguarding children or young people. Along with this, making a joint decision is one of the
influencing and effective decision to bring change for something as it results in sharing more
information. Besides, different organizations councils, police and health care providers are also
associated with appropriate coordinating safeguarding services. With the agreement on
partnership working and implementing new strategies it can get better multi-group operational
ability and stipulation of safeguarding and defence agreement in the respective area. Moreover,
partnerships working in the safeguarding of children or young people will result in the most
effective mechanisms with the high possibility of protecting and supporting kids and adolescents
as well as the vulnerable people in the community (Briggs, 2012).
Q2.4. Describe the roles and responsibilities of the different organizations that may be
involved when a child or young person has been abused or harmed.
As children and young people are the individuals of the society and nation, it is the duty of the
nation, society and every person either they are associated with the organization or not to provide
them with a safe environment and to protect them from misbehaving and abusive behaviour.
Keeping these roles and responsibilities in mind organizations and governments are taking
initiation in promoting a safeguarded environment and protecting them from abusive behaviour.
Different organizations working for the child protection, government, GP, school as well as other
sources are trying their best to provide a safe environment (Great Britain. Department for
Education. 2006).
In terms of providing a safeguard, environmental health visitor plays a vital role in protecting
them from harm and abuse. Health visitors are the first person to recognize and take an action
against abuse. The health visitors handle the case and situation in such a way that the victim feels
easy and can open up easily. Along with this, the health visitors are highly trained that they can
easily recognize the risk to a child and help the young by gathering information and through
giving sessions with home visits (RACGP - The role of specialist GPs, 2018).

Likewise, general practitioners ( GP) are specialist medical practitioners who play a vital role in
health systems and promote a safeguarded environment. GP helps in ensuring a safe and healthy
environment as well as improves health and social outcomes of society and nation. While
maintaining a safeguarded environment GP keep maintaining their skills in recognizing if any
children are being abused. Along with this, the GP checks whether the associated people follow
the procedures or not and provides regular training if required.
Probation officers as those individuals who are given the duty to monitor and take action against
those offenders. In case of providing safeguard, the probation officer keeps supervision of
offenders and assists them in not offending. Besides, supervising the probation officer's role
towards the safeguard of children and young people is to expose them in front of the society and
handle to the legal person to take action against them (Ansbro, 2014).
Police are the legally authorized individuals who are given the responsibility to protect all
individuals from crime and disorder. As a safeguard practitioner, the police gather all the
required information to get accurate accounts and giving a safe environment ensures providing
an environment that protects the children and young from harm and abuse.
School is the only place that gives knowledge and helps in making aware the children identify
abuses and misbehaving. It is the only place to gather knowledge and information. Concerning
the safeguard of children and young people, it is the responsibility of the school to create a safe
learning environment and protect children from harm and abuse. Likewise, psychology services
ensure providing a safe and secure environment to the children and young people by giving
psychological support to the children and young people (Baginsky, 2008).
Q3.1 Explain why we need to ensure children and young people are protected from harm
within the learning environment.
Children needs to be protected from harm, particularly in a school environment. To improve their
social skills, sense of self, and learn new skills, kids and teens attend learning settings. Children
and young people continue to be affected by them all as they traverse life. Therefore, it is crucial
that every person who works with kids has the necessary training and is able to do their everyday
tasks in a way that prioritizes the kids' needs (Ainsworth, 2007 Children and adolescents are
more susceptible at school or college). Only those who are competent and have passed the

requisite background investigation should care for children. They have to go through the
Disclosure And barring for background investigations (DBS) (Bushway, Nieuwbeerta and
Blokland, 2011). To ensure that no employee has a criminal record that would preclude them
from working with children, this is done. Children and young people must be protected at all
costs in a learning environment, and it is the duty of every staff member to take all practical
precautions to keep them secure. Staff workers have a responsibility to protect children if they
notice or suspect something strange that might be harmful to their wellness. The child might be
in risk due to the service member's negligence or even intentional maltreatment (Cancian, Yang
and Slack, 2013). We must release this information to the public in order to guarantee the child's
security and welfare.
Children and young people must be protected at all costs in a learning environment, and it is the
duty of every staff member to take all practical precautions to keep them secure. Staff employees
have a responsibility to act to protect children if they witness or suspect anything unusual that
might be harmful to the children's wellbeing. The child might be harmed by the service member's
carelessness or even deliberate cruelty. We must divulge this in order to protect the child's safety
and well-being (Lipley, 2019).
Even when parents leave their children in the hands of the school, responsible people always
should take care of the children and follow the duty to take reasonable care. Children and young
people should be educated and motivated to strive for the fundamental five consequences: being
secure and productive, having fun and thriving, make an important contribution, and attaining
economic well-being. Children should get help in this area so that they can succeed while also
nurturing their growth and confidence because their ability for controlling risks and damage is
still growing(Children and Young People Are Protected Essay, 2022). Each worker at the
company who deals with kids must successfully complete a safeguarding course.
Q3.2 Identify the risks and possible consequences for children and young people of being
online and using digital mobile devices.
The internet is a great tool for education and social interaction, but it also comes with a lot of risks.
Nowadays, individuals may use the internet from nearly anyplace since almost every home has
internet connectivity, and even coffee shops and retail establishments have wifi. Mobile phones,
gaming consoles, and a variety of other devices which have internet potentiality, so do not need to

own a computer or laptop to utilize the internet. Unfortunately, evil and repulsive individuals like
pedophiles have discovered how to use the internet's power for their own heinous purposes (Scifo,
2013).
Children might be exploited when their phone numbers are posted on their accounts and in their
photographs. Due to the nature of the internet, these individuals frequently maintain their
anonymity when using the internet, making it difficult for the government or website owners to
prevent such activity. An entirely new kind of bullying known as cyberbullying has evolved as a
result of the extensive use of mobile devices and the internet (Méndez, Jorquera Hernández and
Ruiz-Esteban, 2020). It used to be possible for students who were bullied at school to flee to their
homes, but these days, thanks to technological improvements, it is an all-too-unfortunate reality
that their problems follow them home in the shape of offensive messages, emails, and other
websites. On rare occasions, kids may download apps that look like harmless games but contain
malicious code like viruses or hacking tools that might be used against them (Erscb, 2012).
As cyberbullying spreads, children are being harassed online while using social networking sites
and are being victimized by bullies who have learned that there is no refuge at home. Suicide is
one of the most serious negative effects of social media and cyberbullying for some children. A
youngster may engage with more kids through social networking with simply one or two bullies.
Social media platforms may promote or include adult dialogue (Wegge, Vandebosch and
Eggermont, 2014). Support staff members must always be alert for comments made by children
in the classroom. Schools may offer lessons and briefings on the dangers of social media and
internet safety.
Q3.3Describe ways of reducing risk to children and young people from:
a) socialnetworking
b) internetuse
By having an instant conversation with them on potential dangers and consequences and making
sure they are aware of them, we may lessen the danger that children and young people encounter
via social networking. In order to keep their information private, it is crucial to teach children
and teens how to correctly configure the privacy settings on social networking sites. We may

easily enable our family, our closest friends, or all of our friends to follow us on social
networking sites by going to the personal or security settings (Gray and Christensen, 2016). We
can prevent abuse, abduction, bullying, and identity theft by limiting access to private
photographs, data regarding everyday schedule, and knowledge about classrooms, clubs, and
housing. To teach it to kids and teenagers, examples from real-world situations must be used. We
can lessen the harm that social media offers by warning kids and teenagers against posting their
home phone numbers and email addresses online. This is because there's a chance that they'll be
the object of bullying or harassment. Social networking site users who are kids and teens need to
understand that we have the right to break up relationships and ignore disagreements with
individuals who annoy us or send unpleasant messages or images (Wiederhold, 2016).
Despite the dangers, we must take action to safeguard kids and teenager from online sites.We
can accomplish this by facilitating parental controls on phones, tablets, desktop computers, and
gaming consoles. Private browsing options are available on Google search engines and other
search engines. Inappropriate information cannot be accessed by kids in schools. The control of a
child's internet use at home rests with the parents and other adults who are in charge of them.
The parent will be able to keep an eye on what their child is doing online if they keep the
computer in the main room. We may implement measures like time control, allowing a child or
young person access to the internet only during specific hours (Sanapo, 2017).
To prevent the hazards related with mobile phone use, we should only give children or young
person access to smartphones when we think they are mature enough and prepared for it or when
we think they need it for some reason. The potential dangers of texting using a phone, and
disclosing one's own number should be explained to the young individual. Passwords help secure
phones even if they are lost or stolen by limiting unauthorized access to our sensitive data. Pay as
you go and only make little purchases (Gold, Rauscher and Zhu, 2015). It is not a good idea to
provide a mobile phone to a youngster or adolescent with no talk, text, or data constraints. Kids
and teenagers would never stop texting, talking on the phone, playing games, or snapping
photographs, which would cost us a fortune.
We can reduce the dangers presented by children and young people engaging in online
transactions by explaining the necessary processes and emphasizing the significance of personal
internet security. Avoid storing your PayPal login or any other debit card information on the

computer. Some teenagers may use their own debit cards, their parent's PayPal account, or gift
cards while making purchases online. Parents should ideally watch over the transactions (Helion
and Gilovich, 2014).Young individuals shouldn't have a lot of money available to them while
utilizing their own accounts since they might not be able to control their consumption.
Q3.4 Explain how support staff can take steps to protect themselves within their everyday
practice in the learning environment and during off-site activities.
Interpreting the rules and procedures that have been developed to protect them and the children
or adolescents in their care is part of a practitioner's responsibility to protect oneself. Avoid
interacting with children alone in small spaces, especially when one-on-one interactions are
required. Always be seen to operate in a transparent and open manner when there is either
evident access or an open door Pearce, 2016).
• Avoid meetings with young people in isolated areas.
• When in front of kids, wear appropriate clothes.
The teaching staff is responsible for fulfilling all of a student's needs as a parent once they are
on school property. During the school day, teachers are "in loco parentis," and it is their primary
duty to look out for the children' welfare. Physical abuse, peer bullying, falling while playing,
among other risks, all conceivable. If a staff member notices any suspicious wounds on a child,
they must take the necessary steps to investigate the occurrence and make sure it doesn't happen
again. Since worries about mental harm must also be taken into consideration in safeguarding,
teachers and teaching assistants must be aware of behavioral challenges and emotional disorders
(Maniglio, 2016). Stress from both home and school, emotional abuse or neglect in the family,
or bullying by other children, can all worsen this problem. The teaching staff has also received
training on how to recognize any early signs of sexual assault whether the abuse was committed
by family members, friends, or teachers, it is crucial that quick action be done. Teachers are
responsible for keeping children safe while they are in their care in a school setting since they are
extremely vulnerable to a range of harms.
However, the Health and Safety at Work Regulations Act of 1999 requires businesses to
evaluate the risks associated with their operations, implement countermeasures to reduce those

risks, and communicate these countermeasures to employees. Employers are required to adhere
to all applicable rules and regulations before planning any off-site activities (Barrett, 1999).
Q4.1 Explain child protection within the wider context of safeguarding children and young
people.
"Child protection" is a broad term that refers to any actions taken to guarantee the welfare and
safety of children. Children's safety usually comes first, even if they are at home, a childcare
facility, a youth organization, out in public etc. No matter if the grown-up is someone they
recognize or do not know, or even if it is another child, the wellbeing of every single child is of
the highest importance. Child protection is part of a bigger endeavor to safeguard and improve
the wellbeing of children and adolescents. It details the steps taken to protect certain children
who have experienced mistreatment (Humphreys and Absler, 2011). It also entails safeguarding
the proper growth of things like children by ensuring that they are fed in caring circumstances
and protecting kids and teenagers from abuse. If children are not being protected or cared for by
their guardians or other family members, court actions may be utilized to remove them from their
homes and place them in foster care. The development of local policies and procedures that must
be followed, as well as how they affect day-to-day work with children and young people, are
influenced by national laws and regulations (Sheetz, 2009). Each school is required to have a
documented protection policy that addresses everyone's safety, abides by government regulations,
is focused on the standards of practice, and is reviewed regularly.
Businesses must follow certain policies and processes relating to children's safeguarding in order to
achieve this and these rules and procedures must be followed in contexts where children are
playing. Their DBS or CRBs checks are the most crucial evaluation since it verifies that they are
still free of any criminal convictions, have never been added to a list of sex offenders, or pose
any other risk to children (Grace, 2014). Before recruiting new personnel, a number of checks
must be conducted in a setting that prioritize children.
When it comes to a child's health, it is important to have a conversation with them to try to
understand their situation and any potential harmful impacts they could have on the child. Since
they have entrusted us with the care of their children, it is crucial to be friendly and get to know

the families. First-time nursery parents may find it challenging to choose, but they find comfort
in knowing that their children will be secure and well-cared for.
4.2 Identify different types of abuse and bullying.
Abusing and bullying are unwanted and violent behaviour amongst school-aged children that
involves a real or authority disparity. In general, abuse and bullying are activities that are done to
hurt someone either emotionally or physically. Based on the hurt and activities carried out to hurt
someone bullying can be classified into different types which are explained below.
Physical bullying: Physical bullying is the activities that have physical contact between two or
more people in the form of violence or threats that may include pushing, kicking, hitting, biting
and so on. Physical bullying can cause both short and long-term damage. The cause of physical
bullying can include poor academic achievement, depression and suffering from bruising and so
on (Bullying, no date).
Verbal bullying: Verbal bullying takes place when someone uses hurtful words to make an upset
which includes name-calling, insults, teasing and spreading rumours. The verbal bullying
seemsharmless, however, it can rise to the affecting each other mentally or emotionally.
Emotional bullying: This type of bullying takes place when someone is forced to keep in contact
with them. In emotional bullying, someone will force the victim to do the things on their favor
and if refused to comply, they use mockery and humiliating words to control the victim (Vinney,
2021).
Social bullying: It is the type of bullying in which someone intentionally humiliates someone in
front of other people and is designed to harm someone's social reputation. Social bullying
includes lying and spreading rumours, mimicking unkindly, and intentionally damaging
someone's social reputation or social acceptance.
Cyberbullying: Cyberbullying are the activities that are intentional and repeated harm inflicted
through the use of internet, cellphones and other electronic devices in virtual platforms. It is
bullying by the use of digital technologies that includes instant messaging, sending abusive or
harmful texts, emails and so on (National Centre Against Bullying, 2021).

Therefore, abuse and bullying are similar activities that are carried out to hurt someone in any
way possible and make them weak in front of others.
4.3 Outline the possible signs, symptoms, indicators and behaviors that may cause concern
in the context of safeguarding.
As mentioned above, abuses are the activities that are carried out to hurt someone intentionally to
hurt them and make them uncomfortable. Different signs and symptoms helps us to recognize
whether the person is a victim or not. In this aspect, the sign, and symptoms of the physical
abuse can be seen from the minor injuries leading the person towards trauma. Brushing on the
face, and body parts, that look like they have been caused by a hand or object are the signs and
symptoms to recognize the physical abuse. Likewise, there are behaviours including revealing
sings of depression, anxiety and so on concerning the physical abuse in the context of
safeguarding (NSPCC, 2016).
Emotional abuse can be classified into two parts, active and passive emotional abuse. Active
emotional abuse includes rejecting, scaring or verbally abusing in a clear premeditated way while
passive emotional abuse is hard to recognize as the parent or career deprives a child of love and
care to thrive. Showing a negative and harsh attitude towards the parents and maintaining
distance from their parents, having eating disorders, and not actively participating in any sort of
activities that they used to show are some of the signs and symptoms of emotional abuse.
Besides the sign and symptoms, the victim shows some sort of behaviour problems in emotional
abuse like being aggressive on any matter, showing anti-social behaviour and not concerning
about what may happen to them are the behavioural symptoms seen in the victim of emotional
abuse (tabythagirl, 2017).
The signs and symptoms of sexual abuse are not wanting to be alone with a particular adult,
showing fear of a particular adult, depression and self-harm. Sexual abuse is not only associated
with physical sexual contact as it includes touching a child whether having clothes or not in a
sexual manner. The victim of the sexual abuse shows a sudden change in behaviour that includes
aggression, sleep problems, bed wetting and not looking after themselves and absenteeism (Signs
and Indicators of Abuse, 2018).

These sorts of abuses affect both the close relative and children. Signs, symptoms and indicators
shown by the victim take place as nervousness and sadness, anger irritability, and low self-
esteem. Along with this, the victim may start to develop an eating disorder, complain about
illnesses and may even start to abuse drugs and start to consume more alcohol.
Q 4.4 Describe the actions to take if a child or young person alleges harm or abuse in line
with policies and procedures of own settings.
We follow our policies and procedures when a child or young person is alleged to be harm or
abusing in our environment. It is crucial to listen and take their problems seriously and give
support without judging or criticizing what they say so that the caregiver do not show shock or
distrust. It is important to explain the information, not to ask lots of questions or direct questions,
write down what child has revealed and allow the child to draw or write (if needed) in a quiet,
comfortable environment. In some cases, the child may still love the person, so caregivers should
not blame the perpetrator. One must be honest about one’s responsibilities and explain what will
follow (Powell, 2011).If possible, we have to contact the responsible supervisor or legal guardian
and ensure child protection is not delayed. As part of child protection principles, it’s necessary to
avoid anything that might make the situation worse or cause more risk and stress to the child.
Furthermore, recording relevant information in the incident log (if applicable), including date,
time and photographs of any child injuries we observe is imperative,even if it means constant
problems with health care managers, social workers, etc. By submitting evidence when needed,
attending important meetings and attending, your child can ensure that he or she is safe enough
(Coleman and May-Chahal, 2013).
The policies and procedures you work on will help you understand the actions you can take and
identify the signs, symptoms, indicators and behaviors of at-risk and abused children and youth.
If you have concerns about negative or signs of abuse, follow the hierarchy of who to report to.
All instances must be recorded on the same day and must be fact-based accounts for reasons of
concern. This account will be transferred to the principal, and if it is determined to report to
social services, it must be filed within 48 hours. In order not to violate our defense obligations,
this issue should only be discussed with experts, including stakeholders or other relevant bodies.
When your child is talking, the first thing you need to do is listen to them, reassure them that you

are not responsible, and explain what you are doing to protect yourself. If they want to confide in
you at an inappropriate time or place, make sure they are involved before school (Murray, 2018).
Q 4.5 Explain the rights that children, young people and their carers have in situations
where harm or abuse is suspected or alleged.
The rights children, young people, and their carers have in situations where harm or abuse is
suspected or alleged are:
Children and young people have the right to be protected against serious harm under the Child
Law of 1989 and the Human Rights Act of 1998. In case of suspicion of abuse, the first step is to
protect the child, remove the child from a violent environment and remove him or her measures
to investigate the allegations so that the perpetrators can be brought to justice. The storage and
processing of personal information about children and young people is covered by the Data
Protection Act of 1998. According to this law, individuals have the right to privacy and their
privacy is protected (Lloyd, 2018).
The European Convention for the Protection of Human Rights and Fundamental Freedoms also
proclaims the special rights of children and young people. Data protection laws provide
guidelines for the secure handling and sharing of confidential information. A feature of the Data
Protection Act is that we need personal approval for our use of the information. Representatives
must give consent because children and young people under the age of 16 are considered
incapable of giving consent. With the wide range of legal guidelines and the best tools available
to facilitate the provision of shared services to protect adults, information recorded by an agency
is important to share with other professionals (Norman, 2021).
In such cases, guidelines from data protection laws should be followed to protect the privacy of
families (such as relatives) and to protect the rights of vulnerable children. In the public interest,
the protection of children reflects the special rights of the family, and information about families
can be shared with organizations when investigating reports of abuse. Children or young people
have the right not to report medical examinations or questions about allegations of abuse.

Children should give their own calculations and opinions. In some cases they should be used, but
a child or young person can cause serious injury, so it is in the best interest of the child to protect
them. They need to know everything that happens to them and consult carefully. Children and
young people need to understand the limitations and nature of their involvement in decision-
making and planning processes. They help you understand how child protection systems work,
how you can be involved and make decisions about your future based on your age and your
understanding. Finally, however, you need to understand that decisions are based on all the
information available to you. Parents or guardians have the right to express their views and
opinions (Frost, 2020).
Q 4.6 Explain how serious case reviews inform practice.
Protecting children, employees, parents and carers is critical. In a serious case review, investigate
current practices, what is happening and how it happened, with other organizations within and
outside the environment. Practitioners have the opportunity to exchange information by
promoting open-door policies to raise concerns about conference agendas, practices and other
issues. This will allow everyone to view, share, store and transfer information and create a list of
data protection and disclosure methods, descriptions, reporting procedures and contact details
(NSPCC Learning, 2022).Serious case reviews reflect established practice and make
recommendations for improving safeguards. Settings will be able to identify problems and
understand how to implement, discuss and adjust them, and can continually improve settings to
protect their wellbeing. The Local Conservation Board is considering serious case reviews for
the following cases:
• Children suffer life-threatening injuries due to neglect or abuse.
• Children are particularly vulnerable to sexual abuse.
• The incident has raised concerns among ministries working to protect children from harm.
The purpose of the serious case review is to clearly identify what these courses are, how they are
conducted and what changes should be expected, improve inter-agency work to protect and
promote children's well-being and see if there are lessons to be learned from examples of inter-
ministerial work. The main purpose of a serious case review is to learn a lesson when you know
or suspect that your child has been seriously harmed, abused or suspected of being negative. To

learn as many lessons as possible, experts must fully understand what happened in each case and,
more importantly, what can be done to reduce the risk of recurrence. You need to understand that
it is present. Serious case review will help shape policies to protect future children. One of them
is cell phone policy. The setup requires all employees to put their phones in a locked box at the
start of the move and do not use around children (The Virtual Staff College, 2015).
Q 5.1 Describe ways supports staff can work with children and young people to build self-
confidence and self-esteem
Self-esteem can be defined as how you feel and think about yourself. Self-confidence is the sense
of your own abilities and depends on the situation. It manifests itself through the behavior and
personality of an individual (Coudevylle, Gernigon, and Ginis, 2011). There are four ways to
help children and young people develop self-esteem and confidence (FirstDiscoverers, 2022).
Interest:It's important to show a genuine interest in what your child is doing, learning and talking
about. In class, lower your body to your own level and encourage your child as he works alone
and gets a lot of compliments. It also helps to build strong trusting relationships with students.
Listening: By raising children, this can also build strong bonds, empathize with their children's
behavior, and identify things that might upset them. We always listen carefully and pay close
attention to any news or information our children teach us. This can give them credibility,
especially if they have to express their concerns. The child will be there to listen to you, and
most importantly, you need to pay attention to what he or she tells you.
Expression: The child needs to be able to feel completely normal to express a wide range of
emotions: sad, and happy. This creates a well-rounded person who should be confident enough to
understand and express any concerns they may have.
Support: Even if the child is related to school or family life, staff should be available at all times
for support and companionship in all circumstances. A friendly face and a smile at the start of the
day will do wonders and make you more familiar.
Adults need to listen to children and take them seriously. It gives children a sense of appreciation
and inspires them to try something on their own. Encourage the belief that they can do things on
their own and use their skills. If your child feels that something is missing, it may take years for

him or she to learn to knit and cook and to remember what he or she learned from the mistakes.
By doing this on your own, you can build confidence and self-esteem in your learning
development (The Nemours Foundation, 2022).
Q 5.2 Describe the role of support staff in recognizing the signs of mental health concerns
in children and young people.
Teachers can help child become confident, independent, grow and think independently. A child
thatis more self-assured will have a better chance of handling difficult
situations. Children in the classroom need encouragement and guidance, but they
also need a degree of independence so they can work on their own. For instance,
young people could be encouraged to wear dresses alone. They gained practical
knowledge from this. As modern life becomes increasingly hectic and demanding,
we need to be recognized and complimented. We are also aware that our students
work very hard in all aspects of school life. This will help you become more self-aware,
have a better attitude about yourself, and create goals for the future. One
aspect of emotional well-being or intelligence is the development of positive
self-esteem and self-image. The capacity to emotionally withstand the highs and
lows of life. Face the world with optimism and confidence. One must be aware of own
and other people's emotions (NSPCC, 2022).
Q5.3 Identify the signs of possible mental health concerns in children and young people.
Mental health is concerned with being happy from the inside and thinking positively about any
concerns. Mental illness in children can be hard to identify for the parents. Mental illness is
associated with the pattern of thinking, feeling or misbehaving that causes distress or disrupts a
person's ability to function. Due to the mental health and mental disorder among the children,
disrupts the children's ability to function well at home, in school and other situations (NSPCC,
2020). The main sign of the possible mental health concerns in the children and young people are
as follows:
Anxiety disorder: It is the symptoms that are shown through persistent fears, worries or anxiety
that disrupts the inability to participate in play, school or typical age-appropriate social
situations.

Self-harm: Self-harm is a common sign of mental health disorder among young people as the
young people believe that by hurting themselves they can deal with the situation (Children and
young people, 2022).
Eating disorder: Eating disorder is another common symptom that is shown by children and
young people who are suffering from a mental disorder. Eating disorder is shown as the
preoccupation with an ideal food type, disordered thinking about weight and weight loss with
making unsafe eating and dieting habits. Along with this, eating disorders can result in emotional
and social dysfunction and lead to life-threatening physical complications (Mental Health
America, 2019).
In addition, persistent sadness that lasts for two weeks or more, change in academic
performance, difficulty in sleeping and losing interest in doing the activities which they enjoy
doing before is the sign of possible mental health concerning children and young people (Mayo
Clinic, 2020).
Q5.4 Explain the need to work with children and young people to enable them to develop
emotional resilience and mental well being.
Even though a child's environment and culture play a role in the occurrence, improving social
skills is another method for teaching resilience. Parents should assist children in developing
resilience by demonstrating coping strategies, teaching problem-solving techniques, and assisting
children in dealing with their own challenges. Teachers and parents have critical roles in
promoting children's resilience (Gözüm and Kandır, 2019). When children receive aid from their
school, family, or community, they tend to be resilient. Children who engage in before and after-
school programs typically form a close network, providing them with more opportunity to
develop resilience and engage with others.
Every adolescents are strong enough to overcome problems and dealing with stress. The ability
to recover from misfortune, problems, failure, hurdles, or even tragedy is characterized as
resilience. It is a skill that children learn rather than one that is given to them. Resilient Young
children are more inclined to take healthy risks because they are less concerned about
disappointing their parents (Vollmer et al., 2011). They are inquisitive, bold, and trust their
intuition. They are aware of their limitations and attempt to expand their horizons by stepping

outside of their comfort zone. This helps people to achieve long-term desire to overcome
difficulties on their own terms.
Emotional resilience is interpreted as the capability to adapt with difficult and undesirable
experiences in one's life, to manage emotions while being healthy and capable, to build coping
strategies, and to reconnect to whatever life throws at children. If we are having difficulty
progressing, it is not because we lack emotional strength, but because our emotional strength has
been challenged to the point that regaining normalcy takes longer(Shereshkova, Volgusnova and
Spitsyna, 2019). It is about conquering life's challenges for children, such as problem solving via
play and use of available techniques, going home, going back to school, grieving, or separation
from family. Building resilience helps kids deal with problems in the here and now as well as
help them create habits and abilities that will help them deal with problems throughout their life
(Masten, 2018).
Happiness appears to be closely related to resilience, defined as the ability to deal with and adapt
to changing situations. A good attitude and a sense of resilience allow a person to approach other
people and situations with optimism, which is especially important for children and teens as they
reach puberty and adulthood.

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