Training Strategy for SMT approval by qeq34696

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									                         DEVELOPING A
                       CHILD PROTECTION
                       TRAINING STRATEGY
                              FOR
                     HEALTH ORGANISATIONS
                             BEST PRACTICE GUIDANCE




Version 7                                          Date: January 2005                                Status
Author: Lin Slater               Developing a Child Protection Training Strategy for Health
                                          Organisations: Best Practice Guidance               Approved SMT
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National Public Health Service                                                                 Training Strategy




                                                Contents

                                                                               Page Number

Introduction                                                                                   3


Rationale                                                                                      4

Developing a Training Strategy                                                                 5

Training Tiers                                                                                 6

Programme for Child Protection Training                                                        7

Child Protection Training Content                                                              8

Appendix 1

        -       Child Protection Trainers                                                     11
Appendix 2                                                                                    12

        -       Cognitive Descriptors Underpinning Content
                of Child Protection Training

References                                                                                    13




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Author: Lin Slater               Developing a Child Protection Training Strategy for Health
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Introduction

Children and young people have a right to expect that health care, within any health care
setting, is safe and that health care organisations fully understand their duties with regard to this
and their wider obligations for protecting the welfare of children.

All staff, wherever they are employed in the National Health Service or private health sector
have some part to play in meeting these duties. This paper further develops section 6 of the All
Wales Service Specification for Child Protection, Children Looked After and Related Services
(NPHS 2004).

Many health professionals, as part of their normal duties, will have some contact with children or
their families. Some play a key role by providing direct care, in particular health professionals
who provide help and support to promote children’s health and development and who may work
with vulnerable families.        Other health professionals provide care to adults who sometimes
experience problems in looking after their children.

The Royal College of Paediatricians and Child Health are developing child protection training on
a UK basis, for all paediatric doctors. This reflects particular concerns that were highlighted
following the death of Victoria Climbié (The Laming Report, 2003, Rec 85).

It is crucial that all staff know how to act on concerns that a child may be at risk of significant
harm through neglect or abuse, including violence in the home, and know how to refer a child to
social services (Working Together to Safeguard Children, NAfW 2000). This has also been
reflected as a key action within the National Service Framework for children, young people and
maternity services in Wales:

“All staff who deliver services to children and families and those who have access to children’s
records receive child protection awareness training.”               (Key Action 262, flagged under the
safeguarding standard universal to all children, NSF Consultation document, Oct 04).

Health organisations will be at different stages in developing their own strategies for child
protection training. The varying nature of private and NHS health organisations means that the
processes in place for training will also be different. Therefore the implementation of a strategy
for child protection training may need to be phased in, with priority given to staff groups
according to local need.
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However, it is hoped that this Best Practice Guidance will assist in developing consistency and
standards for the delivery of child protection training for the health service in Wales.

Rationale

“Children have a right to be protected from harm and all adults have a responsibility to protect
children from harm”.

(Article 19, UN Convention on the Rights of the Child).

National guidance and inquiries and reviews of child protection cases have led to
recommendations about the content and frequency of child protection training.

   Training to a full understanding of children’s rights (Carlile Review, Rec 1)

   Induction training for all NHS staff, training for board members of NHS organisations and
    suitably tailored training for all health professionals (Carlile Review, Rec 100, 101 and 105).

   Training to enable health staff to recognise the signs of sexual abuse, physical and
    emotional child abuse (Carlile Review, Rec 94).

   That there should be a child protection component in GP training and in their continuing
    professional development (Carlile Review, Rec 23, 97 and 98, and Laming Report, Rec 87).

   That all those working in primary health care services for whom contact with children is a
    regular feature of their work should receive child protection training (Carlile Review, Rec 32
    and 59, Laming Report, Rec 88).

   That all those working in the field of child protection should recognise that the degree of
    confidentiality in each case should be governed by the need to protect the child. (Carlile
    Review, Rec 114).

   That training should be available at a number of levels to address the learning needs of
    different staff. (Working Together to Safeguard Children, 9.13).

   Learning outcomes for training should include the key components of interagency working.
    (Training Together to Safeguard Children NSPCC in Working Together to Safeguard
    Children, 2000. NAfW).
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Developing a Training Strategy

Aim

The aim of this document is to support the development of a training strategy, which
delivers standardised training programmes in child protection that are:

 Reflective of the needs of all staff involved in safeguarding and protecting children

 Accessible and equitable to all staff, irrespective of discipline and designation including the
  voluntary and independent health sector

 Grounded in research and evidence based information

 Adequately resourced in terms of funding, management and administration and delivery

 Delivered by appropriately trained and supported staff (See Appendix 1)

 Measurable in terms of effectiveness and efficiency

 Monitored and audited appropriately

 Supportive of the development of a culture of learning within the Health Service

Objectives:

1. The CPS will collaborate with Named Professionals of Health Trusts, LHB Nurse Directors,
    University and Training departments, Royal Colleges to develop appropriate child protection
    training programmes for health professionals.

2. The CPS will advise those with responsibilities for providing training or commissioning health
    services of the levels and content of training required by individual professional groups.

3. The CPS will collaborate in the development of standardised training packages tailored for
    individual professional groups.

4. The CPS, in collaboration with Named Professionals in NHS Trusts, will advise on the skills,
    expertise and training required of trainers who undertake child protection training.

5. The CPS will develop standardised evaluation forms for training so that training may be
    analysed by trainers and commissioners.




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6. This Best Practice guidance will be reviewed in the light of new guidance and policy on an
    annual basis.




                                               Training Tiers




Tier 1                                                 Induction

                                                       All Staff



Tier 2                     Managers and Staff with supervisory, advisory and recruitment

                            responsibilities, or who deal with complaints commissioners; staff

                             who have contact with children and families including volunteers

                                 and students. (Other staff may be included following job

                                  assessment e.g. staff with access to sensitive information)

Tier 3

                                       Health Professionals with responsibility for

                                         direct care to children and families.




Tier 4                                         Staff with specialist roles

                                                 and responsibilities in

                                                   child protection




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Programme for Child Protection Training


Level 1 Training

All staff should receive a minimum of 20 minutes training as part of their induction or
undergraduate programme.

Level 2 Training

All health staff in Tier 2 should receive level 2 training.

Child protection knowledge should be updated every 3 years. For some staff this could mean
through accessing an appropriate level 3 training course annually, or for others who would not
require level 3, it might be appropriate to repeat level 2 training. This would be decided in
discussion with Manager or Clinical Governance Staff.

Level 3 Training

All professionals in Tier 3 should have completed level 2 training and access 6 hours level 3
training bi-annually.

Level 4 Training

All professionals in Tier 4 should access specialist training at national and international levels –
2 days annually.




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                                                           Child Protection Training-Content



LEVELS         KNOWLEDGE                                                     SKILLS                                    DELIVERY OPTIONS

Level 1             Basic Awareness of child abuse and neglect                 Basic levels of                          Induction courses including NPHS
                                                                                 observation/listening/reporting           video and All Wales CP
                    Awareness of All Wales Child Protection Procedures                                                    Procedures facilitated by Lead
                     and related health policies                                                                           within practice/organisation

                    How to make a Child Protection referral                                                              Provision of written information
                                                                                                                           cards
                    Knowing own role and its limits
                                                                                                                          CD ROM where available e.g.
                    How and where to access support and advice                                                            Pharmacies

                    Basic rights of children - UNCRC

Level 2             Knowledge of All Wales Child Protection                    Having confidence in recognising         Identified training facilitator with
                     Procedures/Working Together 2000 and related                abuse and making the appropriate          child protection experience
                     Health policies, protocols and standards                    referral
                                                                                                                          CPS NPHS trainer
                    Basic understanding of relevant Legislation                Developing confidence in
                                                                                 recognising and taking appropriate       Designated professionals
                    Children’s rights UNCRC/complaints                          action when there is concern
                                                                                 about a child’s welfare.                 Trust trainer
                    What is child abuse – context, signs, symptoms
                                                                                                                          LHB identified trainers
                    An understanding of the roles and responsibilities of
                     professionals within their own and other agencies, in                                                ACPC training
                     the management of child protection.

                    Understanding the challenges of working with children
                     and families

                    Information sharing and confidentiality

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LEVELS         KNOWLEDGE                                                      SKILLS                                      DELIVERY OPTIONS

                    An understanding of professional abuse

Level 3             A deeper understanding of child protection and impact       Assessing risks and identifying            Courses/Conferences
                     and legacy of all forms of abuse Working Together            appropriate interventions
                     and legislation                                                                                         Workshops delivered by:
                                                                                 Report writing
                    Influences that effect parenting capacity                                                                -       Trust
                                                                                 Conference skills
                    More in depth knowledge of abuse                                                                         -       LHB
                                                                                 Managing difference in opinion
                    Report writing to conference/court                                                                       -       NPHS

                    Legal aspects of child protection                                                                        -       ACPC

                    Court skills                                                                                            Other accredited organisations

                    Children in special circumstances

Level 4             National and international perspectives on child            Monitor standards                          Courses
                     protection
                                                                                 Enhanced advisory skills                   Qualifications
                    Specialist roles and responsibilities
                                                                                 Have an All Wales perspective for          Research
                    Advanced knowledge in legal processes                        the Health Service
                                                                                                                          Delivered by
                    In depth knowledge of research methodology and
                     analysis                                                                                             -       National / International study
                                                                                                                                  events
                    In depth knowledge of National Policy and Guidance
                     in relation to children and families.                                                                -       Postgraduate courses

                                                                                                                          -       Undertaking / contributing to
                                                                                                                                  research




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                                                                                              Appendix 1

Child Protection Trainers

In order to ensure that child protection training is delivered effectively, it is recommended that
trainers:

-       Hold a professional qualification.

-       Have had relevant experience in identifying child protection concerns, making referrals
        and participating in interagency working to safeguard children.

-       Have knowledge and understanding of current developments including relevant
        legislation, guidance and inquiries.

-       Demonstrate attendance at level 3 and level 4 child protection training programmes 2
        days annually.

-       Have access to child protection clinical supervision from a suitably qualified health
        professional e.g. Named or Designated professional in child protection.

-       Demonstrate good communication, presentation and training skills.

-       Have formal links with health professionals providing child protection training or those
        who have expertise in child protection




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                                                                                                    Appendix 2

Cognitive Descriptors Underpinning Content of Child Protection Training

LEVEL      KNOWLEDGE &                     ANALYSIS                 SYNTHESIS/                   EVALUATION
           UNDERSTANDING
                                                                    CREATIVITY
           The Learner:

   1       Has a given factual and/or      Can analyse with         Can collect/collate and      Can evaluate the
           conceptual knowledge base       guidance using given     categorise ideas and         reliability of data
           with emphasis on the            classifications/         information in a             using defined
           nature of the field of study    principles.              predictable and standard     techniques and/or
           and appropriate                                          format.                      tutor guidance.
           terminology.

   2       Has a detailed knowledge        Can analyse a range      Can reformat a range of      Can select
           of (a) major discipline(s)      of information within    ideas/information            appropriate
           and an awareness of a           minimum guidance,        towards a given              techniques of
           variety of                      can apply major          purpose.                     evaluation and can
           ideas/contexts/frameworks       theories of discipline                                evaluate the
           which may be applied to         and can compare                                       relevance and
           this.                           alternative                                           significance of data
                                           methods/techniques                                    collected.
                                           for obtaining data.

   3       Has a comprehensive             Can analyse new          With minimum guidance        Can critically review
           detailed knowledge of (a)       and/or abstract data     can transform abstract       evidence, supporting
           major discipline(s) with        and situations without   data and concepts            conclusions/
           areas of specialisation in      guidance, using a        towards a given purpose      recommendations
           depth and an awareness of       wide range of            and can design novel         including its
           the provisional nature of the   techniques               solutions.                   reliability, validity
           state of knowledge.             appropriate to the                                    and significance and
                                           subject.                                              can investigate
                                                                                                 contradictory
                                                                                                 information/identify
                                                                                                 reasons for
                                                                                                 contradictions.

   4       Has great depth of              Can deal with            Can autonomously             Can independently
           knowledge in a complex          complexity, lacunae      synthesise                   evaluate/argue
           and specialised area and/or     and/or contradictions    information/ideas and        alternative
           across specialised or           in the knowledge base    create responses to          approaches and
           applied areas. She/he may       and make confident       problems that expand or      accurately
           be working at the current       selection of tools for   redefine existing            assess/report on
           limits of theoretical and/or    the job.                 knowledge and/or to          own/other work with
           research understanding.                                  develop new approaches       justification.
                                                                    in new situations.

(HECIW 1996)



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References



National Service Framework for Children, Young People and Maternity Services in Wales,
Consultation Document 2004, National Assembly for Wales.

The Carlile Review. The review of safeguards for children and young people treated and cared
for by the NHS in Wales, 2002, National Assembly for Wales.

The Victoria Climbié Inquiry: Report of an inquiry by Lord Laming, 2003 HMSO.

Working Together to Safeguard Children : a guide to inter-agency working to safeguard and
promote the welfare of children, 2000, National Assembly for Wales.

HECIW (Higher Education Credit Initiative Wales) 1996.

Training Together to Safeguard Children, NSPCC in Working Together to Safeguard Children,
2000, NAfW.

United Nations Convention on the Rights of the Child, Geneva 1991.




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Author: Lin Slater               Developing a Child Protection Training Strategy for Health
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