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Child Protection Policy
How does this affect us? How to React & Listen · Acknowledge the age group they work with;· Never trivialise or exaggerate child abuse issues;· Allow the child time to speak and not interrupt nor make suggestions to them which could imply making an investigation;· Reassure the child that they are glad she or he has told what has happened and that it was right to tell;· Not interrogate or question other than to clarify your understanding. If the matter is to be investigated further it will be so done by trained professionals. No matter how well you know the child, spare them having to repeat themselves over and over. Apart from anything else, the child may begin to think that you don’t believe them;· Be honest, tell the child that you cannot keep it a secret, you have to talk to someone else that can help;· Remain calm, no matter how difficult it is to listen to the child -think of how hard it must be to say it. Some things are very difficult to talk about, you’ve been chosen because the child feels they can talk to you. If you show anger, disgust, disbelief then the child may stop talking for fear of upsetting you further or feel that your negative feelings are being directed towards them; · Listen to the child - REALLY LISTEN - take what they say seriously. Tell them that they’ve done the right thing by telling you;· As soon as practical write down everything the child told you, but remember that this is a confidential matter between you and the child. The only person you should be discussing it with is the committee member for your organisation who has agreed to act as monitor for child protection issues. See BelowWhy do we need to monitor for child protection issues? That person is responsible for ensuring: · That your policy is up to date· That it is clearly displayed (if possible)· That the volunteers and staff are aware of the policy and have read and understood it· That you know who the Social Work contact is· That you have to hand the telephone numbers of both social work and police |