Ask the Experts: Stand up for young people's rights
Jeanie Lynch, Tracie Trimmer-Platman, Peter Lewis and June O'Sullivan
Tuesday, January 6, 2015
Our panel offers advice on helping young people accused of theft, CSE prevention, improving resilience and clearing nursery clutter.
Question: Two boys from our youth project were volunteering at a shop as part of an initiative to strengthen links between young people and the local community. The other day the owner wrongly thought some money had gone missing. The boys were searched by him and now don't want to go back. Is there a way to resolve the situation?
Tracie Trimmer-Platman: I'm not surprised they do not want to go back. Being searched is humiliating and no one likes to be accused of dishonesty.
This is such a shame as schemes like this are great for the community and can also provide invaluable experience for young people.
The shop owner had no legal right to search the boys. This was not only a violation of the boys' human rights and but could leave him open to accusations of assault. He needs to know this and should apologise.
Talk to the boys. The police have very clear procedures when it comes to searching people so make sure they know their rights and responsibilities.
Tracie Trimmer-Platman is senior lecturer in youth and community work at the University of East London
Question: We want to ensure our child sexual exploitation (CSE) prevention work is as good as it should be. Any ideas?
Peter Lewis: Set standards for outcomes. Look at work in areas such as Doncaster, Oxfordshire, Rochdale and Rotherham and check out Staffordshire's case study on Ofsted's website. No one gets it all right - but these examples contain much that's good.
Look at serious case reviews where CSE is the main feature. Communication has been identified as a weakness in virtually every one so get that right.
Successful Mash (multi-agency safeguarding hub) teams ensure links to GPs, health visitors, school nurses, environmental health, housing officers, schools, and regulatory staff dealing with taxi licensing. Be clever about how you gather intelligence and use it. Record it clearly. Develop an excellent relationship with your local police commander. You must avoid compromising criminal investigations - make that a priority.
Raise awareness among local children and young people and tell them how to stay safe. Finally, brief your chief executive on what you are doing as well as the council leader, lead member and opposition groups. This must be owned by everyone.
Peter Lewis is a freelance providing interim local authority children's services leadership, and a former DCS in Haringey
Question: I'm working with a young person who has suffered several recent traumas including her family being made homeless and her parents splitting up. I want to help her stay resilient. What's the best approach?
Jeanie Lynch: Over the years research has identified some key factors that can help young people "bounce back" after trauma.
One approach focuses on six key areas that can be assessed by practitioners to identify any gaps in the "building blocks" necessary to recovery. These are education, a secure base, social competencies, positive values, talents and interests, and friendships.
Look at each area with this young person, with a special focus on the secure base and social competencies. Support the family to access safe accommodation and ensure counselling support for the young person to help to deal with the family breakup.
Make an action plan with the young person and work on short-term and longer-term goals to help her keep safe and strong.
Jeanie Lynch works for Barnardo's and has 25 years' experience of working with vulnerable children and families
Question: My nursery has got a bit cluttered and so my New Year's resolution is to tidy it up. Where shall I begin?
June O'Sullivan: Those of us who work in early years tend to be hoarders. It is a combination of not wanting to waste anything and a fear we may never be able to afford new things. This often results in nurseries full of clutter.
We know children thrive in calm, clean, uncluttered space where they know where everything is and can easily access toys and equipment. Begin by discussing the nursery environment and how it can help or hinder children's learning at your staff meeting then evaluate each area using the Early Childhood Environment Rating Scale or Infant/Toddler Environment Rating Scale as a starting point. Engage the staff in deciding what they want the nursery to look like so children benefit.
As an incentive, set aside some money or time to create something new such as a sensory learning space, music area or wild garden. Build in a system for cleaning and tidying, and evaluating if it is actually enabling children to learn.
June O'Sullivan is chief executive of the childcare charity and social enterprise, the London Early Years Foundation
Email questions, marked "Experts", to cypnow@markallengroup.com