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Introduction to Safeguarding for Fun Adults

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Impacts and Self-Care

In this session we cover content which some people may find distressing.

If you are uncomfortable or would like to take a break or get some fresh air at any point, please feel free to do so and join us again when you are ready.

Take Care

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Agenda

1. Introduction to Children’s Rights

3. Responding and Reporting

5. Questions/Discussion

2. Understanding child abuse

4. Risk Management

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Understanding key terms

Child : a person under the age of 18.

Safeguarding: the responsibility that organisations have to make sure their staff and other personnel, programs and operations do no harm to children. It includes policy, procedures and practices to prevent children from being harmed as well as steps to respond when harm occurs

Trauma: Individual trauma results from an event, series of events or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional or spiritual wellbeing

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Why Safeguarding is important at Shift

Working with teams of children and young people (CYP) is very rewarding, but it comes with many responsibilities

Everyone has a right to live their lives free from fear, abuse and neglect (this covers both physical and digital spaces)

Shift, as an organisation has a responsibility to protect the safety and rights of all children and young people we work with

As adults at Shift we have to know how to:
Recognise indicators of abuse
Identify and mitigate risk
Know how to respond to incidents, disclosures and how to report these internally and externally
Ensure we adhere to an agreed standard of conduct and the CYP understand this also

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INTRODUCTION TO CHILDREN’S RIGHTS

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United Nations Convention on the Rights of the Child

Non-discrimination

Best interests of the child

Right to survival and development

The views of the child

The United Nations Convention on the Rights of the Child was introduced in 1989.

It is the most widely ratified human rights treaty in history.

The Convention sets the focus on the whole child.

General Comment No. 25

The United Nations Convention on the Rights of the Child was introduced in 1989. The Convention is a legally binding document that sets out the rights of all children - It is the most widely ratified human rights treaty in history. The Convention identifies childhood as the time between 0 and 18 years of age.

USA is the only country that has not ratified the UNCRC

The Convention recognises that childhood is a particular stage entitled to special care and assistance. Children need special protection as they are still growing in every sense including their:

Cognitive development
Physical development
Emotional development
Social development
Spiritual development

In 42 Articles it sets out the rights that must be realized for children to develop to their full potential.

The four Guiding Principles of the Convention on the Rights of the Child are:

Non-discrimination: All children should have their rights fulfilled and not be subjected to discrimination based on the child's parents or legal guardian, race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, poverty, disability, birth or other status
Best interests of the child: Laws and actions affecting children should put their interests first and benefit them in the best possible way.
Survival, development and protection: Authorities in each country have the responsibility to protect children and help ensure their full development—physically, spiritually, culturally, and socially.
Views of the child: Children have a right to have their say in decisions that affect them and to have their opinions taken into account.

The convention is the international instrument that guides these rights. The Committee on the Rights of the Child is a group of individual experts who are selected by States Parties around the world to monitor its implementation. As part of the work the Committee writes general comments – these help to explain the ways these rights should be read and implemented.

In 2021 General Comment No. 25 on children’s rights in relation to the digital environment was formally adopted by the UN Committee on the Rights of the Child.

The General Comment recognises in the same way human rights apply to children in a physical sense, they apply equally in the digital word.

What this means in practice is that special attention must now be paid to ensure that children are able to use the internet safely, while also feeling empowered to actively participate in all that it can offer.

The General Comment provides the foundations for children’s rights online to be realised and implemented – and clarifies the roles and responsibilities of all stakeholders – from children through to businesses to achieve this objective.

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“By the means of digital technology, we can get information from all around the world”;

“[Digital technology] introduced me to major aspects of how I identify myself”;

“When you are sad, the Internet can help you [to] see something that brings you joy”

- Introduction to General Comment No. 25 on children’s rights in relation to the digital environment (United Nations Convention on the Rights of Child)

The Shift model incorporates the use of Digital Technology

“I would like to obtain clarity on what really happens with my data…”

- Introduction to General Comment No. 25 on children’s rights in relation to the digital environment (United Nations Convention on the Rights of Child)

“I don’t think I know one person who hasn’t had something bad go on online”

“If that company isn’t doing what they can to make it safe… they’re not doing their job properly.”

- Online Harms Experienced by Children and Young People: ‘Acceptable use and regulation’, Dr Faith Gordon, November 2021

Just some facts to mention if needed.

What is digital technology? We need to be aware of how children engage with tech. What are young people concerned about

Children are 1 in 3 of the world’s internet users – 1/3 of our internet traffic.

Every half second a child goes online for the first time

More than 200,000 children go online every day.

The use of the Internet and Social Media platforms is a key component of the Shift model.

– they enjoy the digital space – the create and contribute to the digital space in a major way – we don’t want to focus on pushing them out or taking an over protective stance – we want them to enjoy those spaces safely.

They want information – read quote – they have experienced really bad things online – read quote – and they know we need to have a responsibility to keep them safe.

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Discuss the use of the Internet and Social Media Platforms in the context of the Shift model.

What are the pros?

What are the cons?

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INFORMATION

EXPRESSION

PRIVACY

PROTECTION

Based on the discussions we just had, I want to talk a little bit now about how the rights of a child apply in a digital space as this is an important component to the Shift model.

We’ve picked these four particular areas to focus on – we’re going to talk a little about how they relate to the digital space – the ways they can help children to fulfil their rights and the ways they can be infringed on in the online space:

Access to information: The digital space gives us more opportunity to deliver on this promise than ever before. The digital space has the potential to open up new possibilities for increasing children’s awareness of their rights and promoting their views and insights about how to improve their lived experience of their rights.

As positive as the digital space can be for fulfilling the rights of children its important to remember that a) not all children have access to the digital space and that b) It also represents particular ways for children to be harmed and for rights to be infringed upon – including deception, disinformation and misinformation, scams, extremism, solicitation of children or sexual abuse and exploitation, deepfakes and catfishing.

Expression and the right to be heard Children and young people use the digital space as a place to express themselves, to connect with their peers, rest and play, to use their voices and participate in important aspects of their lives. Indeed this is what Shift is all about!! But we need to remember that simply allowing children and young people a free for all in how they engage online is not properly fulfilling their right to participation and expression – not being able to engage in the online space safely is an infringement on those rights – when there are no safeguards in place (or inadequate safeguards in place), we not only fail children in giving them a vehicle for expression, we fail in keeping them safe. Freedom of expression must be balanced with protection from violence and freedom from online abuse.

Children should be able to say what they think, but children, companies and other people should not spread lies or attack others. Restrictions on children’s freedom of expression should be non-discriminatory and clearly articulated in a way children can understand.

Privacy: Article 16 codifies the right to privacy for children around the world. Privacy is critical for children as they develop their individual personalities and identities; as they grow, play, learn and study; and as they speak their minds, and learn to express themselves freely. Children have the right to control how information about them is collected, used and shared.

The digital space has drastically changed the way we think about privacy and the forms of protection we consider. Instead of sharing ultrasound and baby pictures with our family and friends for example, they’re in a public space online – children have a digital footprint today before they can make actual footprints.

Children must have privacy to act and grow in the way that they wish. Children’s rights to privacy includes privacy from the state, businesses, organisations, individuals (including their parents and families). We should consistently be revisiting the best interests principle.

Children should have the ability to retract, correct and delete their personal information and data. Consent for the collection of information must be informed and children should have the right to withdraw their consent at any time.

Along with adults, children should be able to access ‘the right to be forgotten’ - The right to control one’s data is meaningless if people cannot take action when they no longer consent to processing, when there are significant errors within the data, or if they believe information is being stored unnecessarily.

Protection from all forms of violence: (trigger warning for harmful behaviors) The digital environment can leave children more vulnerable to all forms of harm including:

Content that promotes violence
Content that records violence
CSEM (Child Sexual Exploitation Material) and CSAM (Child Sexual Abuse Material)
Direct and indirect threats of violence and harassment
Eating disorder promotion
Graphic violence
Developmentally inappropriate activity or content
Non-consensual sharing of intimate material
Sexual extortion
Bullying, abuse, insults, social exclusion
Trolling
Individual identity attacks
Hate speech
Sexual harassment/aggression

Children have a right to be protected from all forms of violence.

Prevention and response systems need to be holistic with a focus on legal, institutional and practical prevention, care, assistance, support and protection mechanisms. Child friendly information about harmful behaviour, access to reporting tools, and accessible helplines should be in place for all children. We want to be taking a proactive and preventative approach to safeguarding children, including staying up to date with innovative tools, knowledge and practice.

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A child rights approach

The best interests and needs of the children are put at the centre of decision-making, policy and activities. A focus on genuine engagement with children is prioritised, with actions taken to promote their rights.

Barriers

Perceptions of children

Limited view of rights

De-prioritising best interests

Narrow view of children’s experiences

Lack of transparency

“Not our job”

Lack of child voice

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Understanding Child Abuse and Trauma

I’m going to start this section with a focus on the impacts of abuse and of trauma. Children and young people all around the world are subjected to abuse and trauma – this isn’t because children are bad, it’s not because they deserve harm – children are vulnerable – they’re vulnerable because of their age, standing in society, reliance on adults to feed them, clothe them, house them and keep them safe. Because of this all children are vulnerable to abuse – and many of them are abused at a time when they need love, affection, space, time and warmth to grow and develop.

Safeguarding isn’t just another compliance item - it might be hard work but it is deeply, deeply important work. When I talk about safeguarding I focus on three things the

What – safeguarding children

How – operationalising how we safeguard children and

WHY – preventing harm and the impacts of harm – these aren’t theoretical – they’re real and we see them everyday – mental and physical health, development, relationships – abuse changes a child’s relationship to the world around them and it changes their relationship to themselves

I’m going to read a couple of quotes that might be difficult to hear so please feel free to mute me for 30 seconds:

“The things that happened because I started taking risks, had worse effects than the actual incident itself.”

“Mostly I hated myself”�“I’ve heard reference to stealing the childhood of victim, but the reality is that it frequently stealing their entire lives”

The why is central to safeguarding and being part of trust and safety – we’re keeping children safe/or responding when they’re not and making sure they have every opportunity to flourish.

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Child Abuse Context

ORGANISATIONS

FAMILY

COMMUNITY

Physical and Online

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What is child abuse?

Physical abuse

Sexual abuse

Emotional abuse

Neglect

Sexual exploitation

Grooming

Child Sexual Abuse Material

What is child abuse?

Here are some types of abuse or harm. (words will appear one by one as you click).

More as a discussion-ask people what they think this means. Where is this more likely to happen (online/offline). Who would be the perpetrators

Remember these can take place across a number of contexts (including online) and can be perpetrated by family members and family friends, peers, strangers, etc and we have to think the unthinkable- people who interact with Shift. That is why it is so important for us to be vigilant, professionally curious about anything we see or hear, and alive to the indicators of abuse.

Generally, when we talk about child abuse, we are talking about an act (s) or omission which endangers a child’s health, wellbeing and/or development.

Briefly go through the definitions of each type of harm and invite discussion if appropriate.

Physical Abuse Physical abuse occurs when a child suffers or is likely to suffer significant harm from an injury inflicted by a parent, caregiver or another adult.

Sexual Abuse Sexual abuse occurs when a person uses power, force or authority to involve a child in any form of sexual activity. It is important to note that sexual abuse includes both contact and non-contact behaviours (for example touching or fondling children, sending obscene or suggestive phone calls/texts to children, exhibitionism and or voyeurism in front of children, exposing children to pornographic images, penetration with penis, finger or other object into the mouth, anus or vagina).

Emotional Abuse Emotional abuse occurs when a child’s parent or caregiver repeatedly rejects the child or uses threats to frighten the child.

Sexual Exploitation abuse of a position of power or trust for sexual purposes, including profiting financially, socially, sexually, or politically from the exploitation of a minor.

Neglect Neglect is the failure to provide for the child’s basic needs for life – (such as food, clothing, shelter, medical attention, supervision or care) to the extent that the child’s health and development are, or are likely to be placed at risk.

Grooming Grooming is predatory behaviour designed to prepare a child for sexual abuse. Many perpetrators of sexual offences against children purposefullycreate relationships with children and young people, their families and carers in order to establish the conditions necessary for them to abuse the child.

Child Sexual Abuse Material (CSAM): material that visually depicts a child in real or simulated explicit sexual activities, or any representation of the sexual parts of a child for primarily sexual purposes, by any means.

WE DON’T USE THE TERM CHILD PORNOGRAPHY-TO DO SO MINIMISES AND POTENTIALLY MISLABELS THE CONTENT AS AN ACCEPTABLE SUB-GENRE OF MAINSTREAM, ADULT, CONSENSUAL PORNOGRAPHY.

Emotional: being repeatedly rejected, isolated or frightened by threats, or witnesses’ family violence. It also includes hostility, derogatory name-calling and put-downs, and persistent coldness from a person to the extent that the child or young person suffers, or is likely to suffer, harm to their physical or emotional development.

Neglect: Failure to provide for basic needs

Sexual abuse: a person uses power, force or authority to involve a child in any form of sexual activity

Sexual exploitation: abuse of a position of power or trust for sexual purposes, including profiting financially, socially, sexually, or politically from the exploitation of a minor.

Grooming: defined as predatory behaviours in which an adult builds an emotional relationship with a child in order to gain trust for the purposes of future or ongoing sexual contact, sexual abuse, trafficking, or other exploitation.

Child Sexual Abuse Material (CSAM): material that visually depicts a child in real or simulated explicit sexual activities, or any representation of the sexual parts of a child for primarily sexual purposes, by any means.

WE DON’T USE THE TERM CHILD PORNOGRAPHY-TO DO SO MINIMISES AND POTENTIALLY MISLABELS THE CONTENT AS AN ACCEPTABLE SUB-GENRE OF MAINSTREAM, ADULT, CONSENSUAL PORNOGRAPHY.

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Harm in the digital space

Content	Contact	Conduct	Contract
Child engages with or is exposed to potentially harmful content	Child experiences or is targeted by potentially harmful adult contact	Child witnesses, participates in or is a victim of potentially harmful peer contact	Child is a party to or is exploited by potentially harmful contracts

Aggressive

Sexual

Values

Violent, gory or hateful content

Pornography (harmful/illegal),

Racist, and hateful content

Harassment, stalking, hateful contact

Grooming, sextortion, sexual harassment.

Radicalisation and extremist recruitment

Trolling, shaming, hostile communication

Non-consensual sexual messaging, peer pressure to share sexual images

Engagement in harmful communities such as pro-anorexia, self-harm

Scams, hacking, identity theft

Trafficking for sexual exploitation, streaming child sexual abuse (paid)

Gambling, micro-targeting

CO:RE Classification of Online Risks to Children

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Offenders can be anyone, even people you know and love.

It is very rare for children to lie about abuse, they are more likely to be silent, under report or minimise.

Listen to and be aware of your instincts.

The prevention of child abuse is everyone’s responsibility.

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of a potential victim

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Responding and Reporting

What are our obligations?

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A duty of care is a legal duty to take reasonable care not to cause harm to another person that could be reasonably foreseen.
Duty of care that applies to organisations to take all reasonable steps to prevent the abuse of a child by a person associated with the institution while the child is under the care, supervision, control or authority of the institution.

Duty of Care

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What makes children and young people feel safe?

Adults who

Believe them when they raise a concern
Pay attention to them when they’re worried
Step in, take action and take control

Organisations where

There are no unsafe people
Their purpose is to help children and young people
The environment is orderly, bright, with child friendly areas

Children who

Have control and choice
Feel a sense of protection, security, familiarity, and being looked after
Feel comfortable, relaxed, confident and resilient

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Recognising Disclosure

Children and Young people might disclose in different ways.

Disclosure can be direct or indirect, accidental, prompted, partial or full.

Disclosures may come through indirect verbal statements

such as:

I know a girl whose mum hits her a lot

I don’t like the games my Uncle plays

I don’t get any sleep at my friend’s house

Disclosure might come through behaviour, non-verbal communication or hints such as drawing pictures, writing letters or stories, and behaviour changes:

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Responding to Disclosure

When managing a disclosure you should:

Listen carefully to the child and let them use their own words and go at their own pace
Avoid leading questions, asking open-ended questions where necessary
Be mindful of your own emotions; stay calm and try not to display expressions of anger or distress.
Tell the child they did the right thing by telling you
Let the child know you believe them
Let the child know what will happen next
Be clear about confidentiality. Avoid making promises you can’t keep such as saying you won’t tell anyone.

Remember: Your role is to listen to the child not to conduct an investigation.

I don’t like the games my Uncle plays

What happens in the game?

I don’t get any sleep at my friend’s

What happens?

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Reporting obligations

Legal: Relating to the law.

Moral: Concerned with the principles of right and wrong behaviour.

Ethical: The discipline dealing with what is good and bad and with moral duty and obligation.

Policy: A course or principle of action adopted or proposed by an organisation (SCI).

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Reporting Concerns as a Fun Adult:

We adhere to Save the Children International (SCI) documents.

You should know and understand the SCI ‘Child Safeguarding Policy’ and the SCI ‘Code of Conduct’

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IF YOU HAVE IMMEDIATE CONCERNS FOR THE SAFETY OF A CHILD OR YOUNG PERSON ALWAYS USE THE LOCAL COUNTRY EMERGENCY SERVICE NUMBER

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Reporting concerns

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Reporting Child Abuse

ANY person who believes, on reasonable grounds, that a child is in need of protection must make a report to authorities

You do not have to have proof, just reasonable grounds for your belief
You do not need permission from parents or caregivers to make a notification
You do not need to inform parents that a notification is being made
If you make a notification in good faith, you cannot be held legally liable - regardless of the outcome of the notification
Reports can be made to Police
Save the Children International have Safeguarding Officers and Safeguarding Focal Points at each Country Office Level

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Risk Management

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Risk management

RISK relates to the potential for something to go wrong.

RISK MANAGEMENT means identifying the potential for an accident or incident to occur and taking steps to reduce the possibility of it occurring.

Likelihood vs Impact

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Organisational child safety risk management

Risk management includes:

Organisations should have a risk management policy that sets out a process for managers, staff and volunteers

to proactively identify and respond to the range of risks that can arise across different settings within an organisation.

Each organisation should decide on a risk assessment approach that is appropriate and adapted to that organisation.

The potential risks to children and young people

How to identify and assess the risks associated with the specific services and activities it delivers

How to develop a plan to ideally prevent or reduce risks, or address them effectively when they happen

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As a Fun Adult, it is important that you:

Discuss and share with your group of children and young people the behaviour they should expect of you.(Provide a copy of the Save the Children International Code of Conduct)

Explain to the group how they can report any safeguarding issues and to who (Provide contact details for Andy at Shift and also the Save the Children International local country office Safeguarding Officer.)

Involve the group in risk assessment specific to their campaign. Sometimes children and young people will identify risks we haven’t even thought of!

Ensure they know feedback is always welcome and will be sought as part of continuous improvement. Ensure they understand that the feedback loop will always be closed (i.e they will always know where their feedback has gone and what will be done with it. This can relate to safeguarding or anything else.)

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Let’s discuss some risks children and young people might encounter whilst engaging with Shift and how we might mitigate these:

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Questions!