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The Association of Child Protection Professionals: 3 months’ free membership

I have had a lot of discussions recently with professionals worried about the impact of the Covid-19 pandemic and consequent lockdown on children. It seems there are some real risks presented by the increased stresses and the enforced social isolation. Meanwhile, social workers, health professionals, police officers and teachers are all working really hard to try and support vulnerable children and families in really challenging circumstances.


So it is exciting that the Association of Child Protection Professionals is now offering 3 months’ free membership. By joining the Association you will be part of a network of practitioners and academics working to protect children and prevent the damaging effects of child abuse and neglect.


Over the years that I’ve been working in child protection, I’ve found the support of the Association to be really invaluable. And right now, they are delivering a great programme of podcasts, special interest groups, regular news and updates. And free access to the journal, Child Abuse Review, including a forthcoming special issue on abusive head trauma with a virtual conference on the 5th August.


Membership is open to practitioners and academics from all agencies and the voluntary sector, both in the UK and internationally.


If you are working in any way with vulnerable children and families, I’d really encourage you to take advantage of this.

Click here to find out more

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A Children’s Rights Act? Are our politicians serious about building a society where every child matters?

A letter to The Times

from Article 39, The Association of Child Protection Professionals and over 70 other signatories

 

Today is the thirtieth anniversary of the United Nations Convention on the Rights of the Child, which the UK ratified in 1991. This treaty grants every child the right to an adequate standard of living, the best possible health, to inclusive education which nurtures their talents and personality, and to protection from all forms of violence and exploitation.

It cherishes child-parent relationships and entitles parents to positive support from the state. Special protection and assistance is granted to those children unable to live with their families. Compassion, dignity and humanity are extended to all children, including those caught up in our immigration and criminal justice systems. The treaty’s general principles entitle children to be heard and taken seriously, to develop their full human potential and to enjoy all of their rights without any form of discrimination. Governments and public authorities are meant to treat children’s best interests as a primary consideration in all actions concerning them.

Earlier this month we published a document setting out 30 general election pledges. Our first call to political parties is to commit to incorporating the Convention on the Rights of the Child into UK law. If we are serious about building a society where every child is respected and can thrive, then let’s show we mean it with a Children’s Rights Act.

 

Are our politicians serious about children?

The election manifestos are all being published; the leaders of the political parties are actively campaigning and appearing on TV. Let’s hold them to account on their attitudes to children – will any of the parties truly show they are serious about building a society where every child is respected and can thrive?

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In praise of teachers

I have been immensely privileged, over the years, to have known a large number of truly wonderful teachers: first as a pupil and student; then, in the course of my career, as a colleague in the multi-agency child protection arena; and again, on a personal level, as some valued friends. Increasingly, though, I am struck by the huge pressures that teachers are under, and the incredible dedication and commitment they bring to their role. It seems that austerity measures, inspection regimes, the challenges of many children’s lives, and the complexities of our 21st century culture all contribute to increasing stresses for those who so faithfully strive to educate our children.

 

To teach, to nurture, care and protect

The primary role of a teacher is to teach: to educate, impart knowledge and facilitate learning. It is what teachers are trained to do, and what they do best. And yet, the teachers who tend to stand out are those who see their role as something more than just to teach, but to nurture, care and protect those in their charge. This is the theme picked up in the first paper in our latest issue of Child Abuse Review. In a qualitative study based in 16 primary schools in Ireland, Margaret Nohilly explores the care practices and systems that support child protection work in the schools. One of the most consistent findings from their interviews was a consensus ‘that the ethos of a school, by its very nature, was one of caring and that attending to the pupils’ needs was the priority’. This emphasis on nurture, care and protection was most prominent in those schools designated as disadvantaged and a special school, and it included providing meals, addressing other care needs, running before and after school activities, and programmes to support parents.

This ethos of care seemed to permeate all areas of school life and was felt to contribute in a significant way to pupil safety and protection. And yet, these elements of nurture, care and protection appeared to fall outside the statutory interagency framework of child protection to the extent that it was perceived that the Child and Family Agency was not aware of the care practices established at the school level.

This carries some important implications for the value and validity of such care, and raises some important questions for schools:

  • To what extent should this aspect of the teaching role be recognised? If this forms a major part of a teacher’s role, and yet is neither remunerated nor allocated time, and is not recognised in training, supervision or inspection, how sustainable is it?
  • Should such work be subject to inspection as are other aspects of the teaching and management of schools? If it were, what implications would that have for the quality or spontaneity of the care provided? Would it enhance or stifle these elements of a school’s ethos?
  • Is the provision of care and nurture within a school setting always the most appropriate response to a child in need? Does such an approach merely provide a sticking plaster, patching over the problems and not addressing the root causes? Does it counteract the duty of the teachers to report child abuse and neglect? Does it undermine the interagency approach to child protection?

These are challenging questions which warrant some reflection. Nohilly, in her paper, suggests that ‘student support teams’ and having allocated social workers in each school may be helpful approaches to improving the quality of care and interagency working. Others may have developed other initiatives to support the care and protection of children in schools.

Given that, outside the home, children spend a majority of their time in school, it is clear that professionals in the school environment are in a unique position to support children and respond to particular care needs. Whatever systems are developed, these underlying cultures of care and support should be encouraged and not stifled, and our teachers supported in the amazing job they do, not just to teach, but to nurture, care and protect.

 

You can download and read my editorial for free here. Margaret Nohilly’s paper and the other papers in this issue are freely available to members of the Association of Child Protection Professionals, and those whose institutions have a Wiley licence.

 

Child Abuse Review, Issue 28:4

Table of Contents

Editorial: Peter Sidebotham. Broader Concepts of Safeguarding: To Teach, Nurture, Care and Protect

Margaret Nohilly. Cultures of Care in Primary Schools in Ireland that Support Child Protection Work

Karen Wells. ‘I’m here as a social worker’: A qualitative study of immigration status issues and safeguarding children in Private Fostering arrangements in the UK

Marianne Strydom and Ulene Schiller. The transferability of family assessment tools between countries: Reflections on intervention research as approach

Emma Smith et al. Evaluating the Graded Care Profile 2: Comparisons with the original tool, plus factors affecting uptake and use of the updated tool

Jeremy Gibson et al. Communication, communication, communication: the key to improving GP report submission for Initial Child Protection Conferences

 

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Child protection: challenging our beliefs

The awful events in Christchurch, New Zealand recently have highlighted, once again, how an individual’s belief systems (in that context, those of ‘white supremacy’) can have devastating effects on others’ lives; but also (as seen in the response of individuals, communities, and political and religious leaders) how they have the power to bring healing, reconciliation and change. What is equally clear is that those beliefs do not arise out of the blue, but for all of us reflect a complex web of family, societal and cultural influences.

Challenging Belief Systems and Professional Perspectives to Protect Children from Harm

Our first issue of Child Abuse Review for 2019 picks up on issues of how our beliefs (whether as parents, professionals, or as a society) impact on the safety and well-being of children and can both help or hinder our efforts to keep children safe.

We start the issue with a review and two original research papers that tackle uncomfortable issues around faith and beliefs, and their potential for harm. Between them, they highlight again how, while keeping our focus on the well-being of the child, a deeper understanding of an individual’s belief systems (even where these may differ considerably from our own) could help us in our efforts to protect children from harm.

In a deeply disturbing conceptual review, Julie Taylor and colleagues explore the vulnerability of children with albinism in sub‐Saharan Africa. As well as their inherent vulnerability as children and the impairments caused by their albinism, the authors point out how these children

‘may face a society that demonises, marginalises, stigmatises and discriminates against [them], especially in rural areas where myths abound and traditional healers are very powerful’.

The very visible difference in appearance of these children may lead to them being rejected or ostracised as their albinism may be perceived by their family and society as somehow cursed. Even more disturbingly, though, are beliefs that their body parts may somehow bring good fortune, so they may be abused, mutilated and killed to obtain such ‘good luck’ charms. This presents a very complex and concerning situation which we in the West may find difficult, if not impossible, to comprehend – one in which deep‐seated beliefs, differences in culture and society, and other socio‐economic factors all interact to create situations of vulnerability and risk.

The beliefs and abuses documented in Taylor and colleagues’ review may seem a world away from the contexts within which most of us are practising. However, even in the UK, children have been harmed and killed in situations in which beliefs in witchcraft or spirit possession have played a part. What may be far more common, though, even less well recognised, and potentially harder to address are less extreme situations of abuse and neglect linked to faith or belief. This forms the subject of an original research paper by Lisa Oakley and colleagues from the National Working Group on Child Abuse Linked to Faith or Belief and the Victoria Climbié Foundation. As Oakley and colleagues point out, such cases are not limited to extreme beliefs in witchcraft or spirit possession, but include cases of medical neglect and excessive physical punishment. Within this context, the increased focus on safeguarding within faith communities is to be welcomed. Nevertheless, in their survey, the authors identified a lack of confidence among practitioners, community groups and faith groups in how to recognise and respond to cases of child abuse linked to faith or belief.

Building on an earlier National Action Plan, Oakley and colleagues identify a need for much more research in this area, along with greater dialogue between statutory and voluntary agencies and faith communities, increased faith literacy training for frontline practitioners and the adoption of a broader definition of child abuse linked to faith and belief.

Part of this broader definition could include the issues of clerical institutional child abuse and the interaction of belief systems, power and control within the church. The harm caused by such institutional abuse is now well recognised, although there is still a long way to go in terms of how the church and society respond to harms caused in the past and safeguard against similar abuse happening now. In our next research paper, Jeff Moore and colleagues look at the experiences of 102 Irish survivors of clerical institutional child abuse and factors that have helped with their resilience. There may be much wider lessons here for how we support young people who have experienced abuse of all kinds (and perhaps particularly those who have experienced abuse linked to faith or belief) in building resilience and coping with the trauma that they have experienced.

 

Working with vulnerable families

Our next two research papers by Jessica Wagner and colleagues (Intergenerational transmission of domestic violence) and Karen Hanson and colleagues (Family-based recovery) address practitioner issues in working with two common situations of family vulnerability: domestic violence and substance misuse. Both, interestingly, address some of the underlying belief systems that we, as practitioners, may hold – in the words of Jessica Wagner and colleagues:

‘Preconceived ideas can lead to prejudice and consequently to discrimination; practitioners’ preconceived ideas may, even unconsciously, affect their thinking, their assessment and finally the service that they may ‘gate keep’ or offer.’ (p. 40)

Both these papers challenge us to reflect on our own beliefs and perspectives as we work with vulnerable children and families. As with the earlier papers on faith and beliefs and our final CPD paper on mothers who have their children removed, they highlight that we all – practitioners, researchers and the families who we work with – hold belief systems and perspectives that can influence how we work together to ensure the safety and well-being of children.

All the papers in this first issue of the year for Child Abuse Review are freely available to read or download. Do click on the links below to browse the issue or to read my editorial or any of the papers.

 

Child Abuse Review Volume 28, Issue 1

Table of Contents

Peter Sidebotham. Challenging Belief Systems and Professional Perspectives to Protect Children from Harm

Celean Camp, Wendy Thorogood. The Association of Child Protection Professionals: Moving Forward with a New Identity

Julie Taylor, Caroline Bradbury-Jones, Patricia Lund. Witchcraft‐related Abuse and Murder of Children with Albinism in Sub‐Saharan Africa: A Conceptual Review

Lisa Oakley, Kathryn Kinmond, Justin Humphreys, Mor Dioum. Safeguarding Children who are Exposed to Abuse Linked to Faith or Belief

Jessica Wagner, Steph Jones, Anna Tsaroucha, Holly Cumbers. Intergenerational Transmission of Domestic Violence: Practitioners’ Perceptions and Experiences of Working with Adult Victims and Perpetrators in the UK

Jeff Moore, Marie Flynn, Mark Morgan. Social Ecological Resilience and Mental Wellbeing of Irish Emigrant Survivors of Clerical Institutional Childhood Abuse

Karen Hanson, Elizabeth Duryea, Mary Painter, Jeffrey Vanderploeg, Dale Saul. Family‐Based Recovery: An Innovative Collaboration between Community Mental Health Agencies and Child Protective Services to Treat Families Impacted by Parental Substance Use

Wendy Marsh, Jan Leamon. Babies Removed at Birth: What Professionals Can Learn From ‘Women Like Me’

 

Book Reviews

Effective Family Support: Responding to What Parents Tell Us by Cheryl Burgess, Ruth McDonald and Sandra Sweeten, Dunedin Academic Press, Edinburgh, 2018. 

Scars Across Humanity: Understanding and Overcoming Violence Against Women by Elaine Storkey, Society for Promoting Christian Knowledge, London, 2015.

 

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Reflections on retirement 5. Child protection: the good, the bad, and the ugly

Child Protection

It is strange how one’s life journey doesn’t always take you on expected paths…

As a junior doctor and trainee paediatrician in the early 1990s, there were two career avenues I decided I really did not want to pursue: child protection and research. So I often wonder how it is, 28 years later, that I end up retiring from a career as an academic paediatrician specialising in child protection.

I suspect it was my time in Cambodia that set the compass leading me down this route. And perhaps, even more so, returning to this country – having seen the huge needs of children and families in such an impoverished and war-torn country – and wondering where the most vulnerable children and families in our country were, and what I could possibly do to make a difference.

I may puzzle over it, but I certainly don’t regret the career choices I have made. It has been an incredibly rewarding. Looking back, there is so much I can celebrate and feel positive about.

But it has also been a hard journey and it is perhaps only recently, with the prospect of retirement looming, that I have come to appreciate just how much of a toll it has taken. There are times when I feel tired and I look forward to no longer having to take responsibility for decision making and giving advice on individual cases – knowing that my advice can have such profound impacts on the lives of individual children and their families.

 

The good

As I look back, though, there is so much I can appreciate. Like the little girl who took me by the hand and proudly showed me round her new primary school after I’d seen her for a follow up medical after the one that led to her being taken out of the awful home situation in which she was living. Or the stressed out mum who learned to praise the good she saw in her child…

I first saw this little boy as a toddler brought to my clinic with constipation and soiling. From the moment they entered the clinic room, his mother poured out a torrent of abuse, calling him a ‘little shithead’ and ‘the child from hell’. Over the following months, with appropriate treatment, his constipation gradually improved. Each time they came to clinic, I made a point of telling the little boy something positive about himself. I also, over time, started asking the mother what she liked about him. One of the last times I saw him, they both came in beaming and his mother (now calling him ‘my little angel’) prompted him to show me his latest star chart – a gold star on every day.

Or another family where a bit of joint agency detective work led to a positive outcome for everyone…

As a newly appointed consultant I was asked to see a baby girl with rib fractures discovered on a ‘routine’ chest x-ray. There were no other injuries, the girl looked healthy and thriving and both parents seemed to be devoted to her. And yet, she had serious and unexplained injuries. Further investigations, including a home visit, revealed that the family lived in a poorly maintained first floor flat. In order to reach their home, the father, who had a disabling muscle condition which left him unsteady on his feet, would climb a narrow, unlit stairway, holding his daughter under one arm, while he held onto the bannister with the other. It became apparent that at times he had stumbled and, in doing so, gripped his daughter tightly round the chest – the likely explanation for the fractures. With a multi-agency child protection plan, rehousing to somewhere more suitable, and some parent training and support, the family were able to stay together and protect their daughter from further harm.

 

The bad

Sadly, not all the cases had such good outcomes, or such readily apparent solutions. I am sure there have been times when I have missed cases of abuse, given unhelpful advice, or simply been unable to reach any clear conclusions. I know that there have been times when decisions I’ve made have resulted in children being left in abusive environments. Equally, there have been times when my advice has ended up with children being unnecessarily removed from families. That is the hard road we walk balancing child protection and family support, where far too often, we just don’t know what route to take.

And there have been other cases where the best solution has been apparent, but we just haven’t had the resources to see it through…

I was asked to assess the baby of a couple with learning difficulties. The baby had suffered sunburn after the mother had applied after-sun lotion, not realising that it wasn’t actually sun-block. The baby had signs of neglect with poor growth and developmental delay. Both parents clearly loved their child, wanted the best for him, and would never knowingly harm him. A psychologist had assessed the parents’ capacity to take on board instructions and to be able to parent their child safely. The advice of myself, the psychologist, and the social worker was that, given enough support, these parents could look after their child. However, the levels of support that would be needed to ensure the child’s safety and wellbeing, were well beyond the resources available in the local authority, and the child was placed in care.

 

And the ugly

One of the most disturbing cases I have dealt with in my career was as a young registrar, early in my training. I was called to the emergency department to see a 2 year old who had been brought in with some minor injuries. From the moment I walked into the cubicle, the young girl, sitting on the examination couch, watched me with an intent, watchful expression. Throughout my examination she didn’t react at all – neither smiling nor crying – while her father sat stony-faced on the other side of the cubicle. I concluded that her injuries were accidental in nature and didn’t need any treatment, and I sent her home with her father. What really upset me though – and has haunted me ever since – were five words written in biro on her arm: ‘I am a little bitch’.

I have often wondered what happened to that little girl. What kind of a home did I send her back to? What kind of person did she grow up to be? Did anyone else pick up on the emotional abuse she was experiencing and act where I had failed to act?

 

Child protection does have its ugly side. Fortunately they are rare, but there are parents and others who deliberately and maliciously harm their children – physically, emotionally, and sexually. In the course of my career, I have had to deal with that. It isn’t easy seeing the pain that some children have to live with. Nor is it easy seeing the pain of parents who have their children taken away from them; of families torn apart by abuse, domestic violence, addictions. Or seeing adults carrying the pain of abuse they have suffered – from parents or partners, and sometimes just not knowing how to deal with that pain, or the stresses of life that can be so overwhelming that children end up getting caught in the middle and hurt themselves.

It isn’t easy. But it is important.

Which brings me back to the good, and one of the greatest privileges I have found through working in this field: the people. The very real and ordinary families who have shared with me some of their struggles, hopes and dreams; the amazing children, so many of whom show incredible resilience, joy and love, even in the face of such devastating adversity; and the professionals – social workers, police officers, nurses, teachers, doctors and others – all dedicated and committed to helping others, passionate about making this world a better place for children.

 

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That’s how the light gets in

And so the 10th BASPCAN child protection congress is over. The banners have come down, the delegates have gone their various ways, and the PowerPoint slides deleted from the desktops.

It has been an incredible four days: a time of inspiration and challenge, of hard grind and relaxed friendship, of shared laughter and shared tears.

I have been inspired by meaningful research, emerging ideas, and examples of innovative practice. I have had some of my own perspectives challenged. I have been encouraged equally by young and enthusiastic researchers, and by committed practitioners who have walked many years. I have been overwhelmed by the generosity, commitment and hard work of all those who have contributed to the congress, and the feedback and encouragement of so many participants. And I have been amazed at the vigour and resilience of children, young people and adults – survivors in the fullest sense of the word.

For me, though, the essence of this congress was captured in the fragile, vulnerable daffodils that decorated our plenary lecture hall. In spite of all our efforts, they kept flopping over and looking muddled. And yet, they continued to bloom, bringing their bright colour and life into that hall.

Perhaps we are all a bit like that – fragile, vulnerable children; wounded, hurting survivors; struggling practitioners and academics – dependent on each other for encouragement and support; and yet, in spite of all our limitations, bringing hope and life. And united in our longing for a world in which no child ever has to experience the terror and pain of abuse or neglect, and where each of us is valued as a unique, wonderful and beloved person.

Ring the bells that still can ring

Forget your perfect offering

There’s a crack, a crack in everything

That’s how the light gets in

– Leonard Cohen

 

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Addressing the Disconnects in Child Protection Practice

Addressing the Disconnects in Child Protection Practice

Our latest issue of Child Abuse Review has been published and is freely available online. It is packed with thought-provoking articles that look at some of the disconnects in our thinking and practice around protecting children.

I am particularly inspired by Jo Aldridge’s paper, ‘This is not just about history…’ Jo, herself a survivor of childhood abuse, reflects on the process and progress of the Independent Inquiry into Child Sexual Abuse (IICSA), a long-running public inquiry investigating the extent to which public bodies and other non-state institutions in England and Wales have taken seriously their responsibility to protect children from sexual abuse (https://www.iicsa.org.uk). Her paper provides a pertinent and meaningful critique of the process being undertaken by this inquiry – a critique that has implications for all those involved in responding to and learning from historical child abuse, but also because it has important lessons for all who are involved in safeguarding children in the present.

 

If we are to work effectively with children and young people, we need to listen carefully to those children and young people, and to the adults they grow up to become. The voices of survivors are an essential part of our reflection, learning and improvement.

 

Jo will be speaking at the BASPCAN International Congress in April – along with many other survivors and survivors’ organisations. That, too, promises to be a really worthwhile time of learning, reflection and dialogue. There is still time to register, so do take a look at the website for the full programme and further details.

www.baspcan.org.uk/congress-2018/

 

Our current issue of Child Abuse Review includes papers on reporting child sexual abuse within religious settings, on the Parents under Pressure support programme, and on peer-on-peer abuse and exploitation in the UK and Romania, and a challenging critique by Michael Preston-Shoot of the recent Wood review into children’s safeguarding systems in England. I encourage you to have a browse and to reflect on some of the disconnects these papers highlight.

 

‘…just as safeguarding children involves a practice which is inherently social and relational, full of complexity, uncertainty, dilemmas, tensions and complicated truths, so too is the practice of reviewing cases and understanding how to go on better than before.’

  • Michael Preston-Shoot

 

 

You can access my editorial and all the papers in this issue by clicking on the links below:

 

Child Abuse Review   Volume 27, Issue 1

 

Editorial

Addressing the Disconnects in Child Protection Practice (pages 5–10)

Peter Sidebotham

 

Reviews

What is Really Wrong with Serious Case Reviews? (pages 11–23)

Michael Preston-Shoot

 

‘This is Not Just About History…’ Addressing the Disconnect in Historic (Non-Recent) Child Abuse Investigations (pages 24–29)

Jo Aldridge

 

Original Articles

 

Reporting Child Sexual Abuse within Religious Settings: Challenges and Future Directions (pages 30–41)

Craig A. Harper and Colin Perkins

 

Contextual Risk, Individualised Responses: An Assessment of Safeguarding Responses to Nine Cases of Peer-on-Peer Abuse (pages 42–57)

Carlene Firmin

 

Peer Exploitation: Findings from a Romanian National Representative Sample of Children Living in Long-Term Residential Centres (pages 58–71)

Adrian V. Rus, Ecaterina Stativa, Max E. Butterfield, Jacquelyn S. Pennings, Sheri R. Parris, Gabriel Burcea and Reggies Wenyika

 

Assessing Capacity to Change in High-Risk Pregnant Women: A Pilot Study(pages 72–84)

Paul H. Harnett, Jane Barlow, Chris Coe, Caroline Newbold and Sharon Dawe

 

Training Update

Neglect Toolkit: Guidance for Practitioners by Northamptonshire Safeguarding Children Board, 2016.

Wendy Hill

 

Book Review

 

Tackling Child Neglect: Research, Policy and Evidence-Based Practice Edited by Ruth Gardner

Claire Monk

 

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Restorative approaches in family services: an inspiring workshop at the BASPCAN congress

One of the greatest challenges those of us involved in family services face is getting the right balance between support and intervention, care and challenge. With that in mind, many practitioners and academics are promoting moves away from methods targeting individual family members towards strength-based family-focused approaches.  A  Restorative Approach (RA) is one such approach increasingly adopted in belief this practice supports families more effectively.

 

Restorative Approaches: The concept, process, skills and effect in family service provision

This workshop led by Annie Williams and Jeremy Segrott from Cardiff University is just one of the many inspiring workshops at the BASPCAN child protection congress. The workshop will interest practitioners, managers and policy-makers concerned with children and family services. By the end they will be familiar with RA, its core values and some skills essential in its use. The workshop will outline the concept of RA, present emerging research on its use in family-services and offer an interactive session that allows participants to try RA skills and discuss its relevance to their field.

 

Thinking Outside the Box: innovative perspectives on protecting children and young people

It’s now just 11 weeks till the start of the congress, so if you haven’t done so already, why not get your registration in. Take a look at our website to see the full programme and to register: www.baspcan.org.uk/congress-2018/

 

What’s in the workshop?

The first half of the workshop will be presented by academic researchers. The initial presentation will be of an article concerned with the RA concept and how it relates to family-service delivery. Attention then turns to empirical findings. Firstly, from a study exploring family-service delivery that links using RA as a delivery framework to practice as recommended. This will be followed by results from an evaluation of the Restorative Approach Family Engagement Project  (RAFEP): a family-practitioner training programme delivered across Wales with the aim of promoting RA and increasing family engagement. The evaluation collected data via questionnaires before; immediately after; three/six months post-training; and focus groups three months post-training. Findings indicated that practitioners believed RAFEP promoted RA, increased confidence when working with service-users, helped families engage better, and led to better relationships between practitioners and service-users. The final interactive part, delivered by staff from an agency committed to RA training and practice, will focus on RA values and skills. During this participants will participate in facilitated discussions of how RA relates to existing practice, organisations and working systems. They will then have opportunity to take part in activities that develop essential skills underlying RA practice.

 

BASPCAN: For Child Protection Professionals
BASPCAN: For Child Protection Professionals