Safeguarding Children & Adults at Risk of Harm – Level 3

This course is a must for anyone who works with children and young people and may be involved in the protection process at a higher level and for all mental health clinical staff.

 

• To be able to identify possible signs of sexual, physical, or emotional abuse or neglect using child and family-focused approach.
• To be able to know what constitutes child maltreatment including the effects of carer/parental behaviour on children / young people.
• To be able to demonstrate a clear understanding, as appropriate to role, of forensic procedures in child maltreatment, and knowing how to relate these to practice in order to meet clinical and legal requirements as required.
• To be able to know how to undertake, where appropriate, a risk and harm assessment and understand thresholds for action.
• To be able to know how to communicate effectively with children / young people, and to know how to ensure that they have the opportunity to participate in decisions affecting them 
as appropriate to their age and ability.
• To be able to know how to contribute to, and make considered judgments about how to act 
to safeguard/protect a child or young person or vulnerable adult.
• To be able to demonstrate an understanding of the issues surrounding misdiagnosis in 
safeguarding/child protection and to know how to effectively manage diagnostic uncertainty 
and risk.
• To be able to know how to appropriately contribute to inter-agency assessments by gathering 
and sharing information.
• PREVENT and CONTEST strategy awareness and their roles within them.
• To be able to document concerns in a manner that is appropriate for safeguarding/child and adult 
protection and legal processes.
• To be able to know how to undertake documented reviews of your own (and/or team) 
safeguarding practice as appropriate to role. (This can be undertaken in various ways, such as through audit, case discussion, peer review, and supervision and as a component of refresher training.)
• To be able to know how to deliver and receive supervision within effective models of supervision and /or peer review, and be able to recognise the potential personal impact of safeguarding/ child protection work on professionals.

Introductions and Welcome.

Principles statement and working from a child centered approach which respects diversity 
and promotes equality.

What is Safeguarding and Child? – The statutory Duty to Safeguard.

History and significant cases including lessons to be learned – Highlighting findings and learning from SCR and Reviews of Child 
Deaths

The importance of children’s rights in the safeguarding/child protection context.

Legislation relating to child protection, including:

• Human Rights legislation.
• The Children Acts.
• Working Together 2015.
• The Equality Act.
• Understand statutory requirements governing consent and 
confidentiality.

What is safer recruitment?

• The Disclosure and Barring Service

Risk Factors and assessments:

• Information sharing principles – confidentiality and consent.
• When and how to share – collaborative risk assessments.
• Assessment Frameworks.
• Risk and protective factors.
• Recognise the impact of parenting issues such as domestic 
abuse, substance misuse and parenting capacity.
• Recognise the importance of family history and functioning.
• Assessing referral information.

The five key dimensions:

• The specificity of harm to a child or children.
• The severity of such harm.
• The risk of future harm.
• Parental accountability.
• The extent of corroboration of the information.

Meeting Thresholds – what do we mean and how do we investigate.

The importance of collaborative professional working arrangements and 
 good communication.

Recognising the signs and indicators of abuse:

• Different forms of abuse including understanding the effects of parental behaviour on children and young people.
• Know the issues surrounding misdiagnosis in safeguarding/child protection and the effective management of diagnostic uncertainty and risk.
• Have an understanding of Fabricated or Induced Illness.
• Have an understanding of the issues surrounding female genital mutilation, sexual exploitation and grooming.
• Resistant and Aggressive parents.
• Domestic Violence and Claire’s law.
• The Developmental Impact of Abuse.

PREVENT strategy:

• Understand Prevent in the context of the CONTEST strategy, and the concept of pre-criminal space.
• Understand the current threat level and that Prevent can be applied to all forms of terrorism, present or emerging;
• Understand how to recognise, understand, share concerns, seek support and advice, and make referrals within their own 
organisations and with other agencies where appropriate;

Clinical governance and quality assurance.

Organisational policy:

• What can you do about abuse – responding and reporting based on local organisational policy.
• Good practice for managing disclosures of abuse
• The importance of good record keeping and sharing information

The impact of abuse on professionals – boundaries and personal competence.

The need for professional support , supervision and guidance.

The course also focuses on the emotive issues of safeguarding and how to manage them.

 

The course learning outcomes are benchmarked and framed by the training standards and competency frameworks recommended within the following documents:

For Safeguarding Children and Young People

√ The Intercollegiate document; Safeguarding Children and Young People: Roles and Competencies for Healthcare Staff. Fourth Edition January 2019

√ Working Together to Safeguard Children 2015

√ National Competence Framework for Safeguarding Children; Learn to Care and Bournemouth University 2014

√ Skills for Care and Health: Core Competencies for Health Care support workers and Adult Social Care workers in England DOH 2015 (NHS England)

√ Safeguarding children and young people – every nurse’s responsibility RCN guidance for nursing staff

√ CQC Statement on protecting children at risk 2015

For Safeguarding Adults at Risk

√ The Intercollegiate document Adult Safeguarding: Roles and Competencies for Health Care Staff (First edition: August 2018 )

√ National Competency Framework, Bournemouth University 2010

√ National Capability Framework for Safeguarding Adults Bournemouth University, Learn to Care, Skills to Care, SCIE 2014

√ SCIE Report 39: Protecting adults at risk: London multi-agency policy and procedures to safeguard adults from abuse

√ Skills for Care and Health: Core Competencies for Health Care support workers and Adult Social Care workers in England DOH 2015 (NHS England)

√ CQC Statement on protecting adults at risk 2015

 

• Duration: One day
• Certificate:
• Course Title: Safeguarding Children & Adults at Risk of Harm – Level 3