This report is always an interesting read. Check it out here.
Unfortunately there has been another terrorist attack, so I have collected some links to advice for talking to children. Hope they are useful.
- NSPCC- supporting children worried about terrorism
- Winston’s Wish
- A great resource from the PHSE Association
- Resources from Davidtrickey.com
- Guardian’s tips for teachers
- Good article from The Guardian published post Manchester
- Good article from The Telegraph published post Manchester
- Advice from BBC Newsround
- Sage advice from the excellent Jane Evans
My sister-in-law Dr Ann Alston from UWE recommends A boy called Christmas by Matt Haig.
‘It’s brilliant and has a fabulous section in it about how a community is transformed after an act of terror (the kidnapping of a child elf). It is just this one act that gives politicians the freedom to create new laws that will result in an unhappy and less free community… I’ve alluded to it several times when discussion the reaction to terror with Soph (her daughter, aged 8). The reaction to terror is almost more important than the terror itself, I think!’
As we hit the assessment mayhem of the end of the school year, the DFE has updated the guidance on P scales. Find the latest guidance here.
This guide is excellent. Clearly, useful for the police, but both a look for all working with people with ASD/ASC.
16th February 2017 has seen a minor amendment to Working Together to Safeguard Children to extend the definition of Sexual abuse to clearly define and include Child Sexual Exploitation. It is defined as:
Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology. (page 93)
Further, there is a new highly detailed and useful set of guidance: Child sexual exploitation: Definition and a guide for practitioners, local leaders and decision makers working to protect children from child sexual exploitation. This gives detailed explanations of child sexual exploitation, potential vulnerabilities and indicators of abuse and appropriate action to take in response, including examples and guidance to safeguard children from it. The guidance is particularly useful by elaborating on what is meant by ‘exchange’ in CSE to include tangible and intangible rewards. It also tackle a number of myths about who is vulnerable and how CSE is linked with other forms of abuse.There is am emphasis on multi-agency and cross-border approaches.
To support this, there is a set of annexes looking at Adolescence Development and Guide to Disruption Orders and Legislation.