Resources

A list of session properties:
Authors Catherine Tuffrey, Reviewed by Catherine Tuffrey
Module Editor Richard Newton
Module Family and Society (The World Around Me)
Duration 30 min
With contributions from Sharon Smith, Carol Kelsey, Amy Butterfield, Victoria Siegler, Rory Bray Harper, Sheila Davies

Description

This session will describe why disabled children and young people are vulnerable to abuse, explore how to respond where abuse is suspected and offer guidance on how to build the resilience of disabled children and young people and their families.

Please note for all images in this session, the people depicted are models and for representative purposes only.

Learning Objectives

Having completed this session you will be able to:
  • Explain why disabled children and young people are more vulnerable to abuse
  • List the signs that may indicate if a disabled child or young person is being abused
  • Describe how to respond if you think that a child or young person has been harmed or is at risk of harm
  • Identify ways in which professionals can help to build resilience amongst disabled children and young people and their families

This session uses reflective exercises that help you check what you have learnt. Your answers are not seen by anyone else.

Related Sessions

Other sessions that you may be interested in:

  • What is Disability?
  • Confidence Matters
  • Rights Matter
  • Reflection Matters

Links

Refer to the following links for more information:

Further Reading and Activities

Refer to the following text for additional information:

  • Council for Disabled Children. Learning from Aiming High for Disabled Children Programme. 2011. View document
  • Department of Children, Schools and Families. Working Together to Safeguard Children. London: DCSF, 2018. View document
  • Department of Children, Schools and Families. Safeguarding Disabled Children. London: DCSF, 2009. View document
  • Department for Education and Skills. Aiming High for Disabled Children: Better Support for Families. London: DfES, 2007. View document
  • Department for Education. Safeguarding Children in Whom Illness is Fabricated or Induced. View website
  • RCPCH. Fabricated or Induced Illness (FII) by Carers - A Practical Guide for Paediatricians View document
  • Ministry of Justice. Achieving Best Evidence in Criminal Proceedings: Guidance for Vulnerable or Intimidated Witnesses Including Children. View document

References

The following sources were referenced in this session:

  1. Radford L, Corral S, Bradley C et al. Child abuse and neglect in the UK today. London: NSPCC, 2011. View document
  2. Hibbard RA, Desch LW et al. Maltreatment of children with disabilities. Pediatrics 2007;119:1018-1025. View article
  3. Jones L, Bellis MA, Wood S et al. Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies. Lancet 2012;380:899-907. View abstract
  4. Safeguarding children and young people: roles and competencies for paediatricians. RCPCH, 2019. View document
  5. Allnock, D. and Miller, P. No one noticed, no one heard: a study of disclosures of childhood abuse. London: NSPCC, 2013. View website
  6. Brook. Sexual behaviours traffic light tool. View website
  7. Dube SR, Anda RF, Whitfield CL et al. Long term consequences of childhood sexual abuse by gender or victim. Am J Prev Med 2005;28:430-439. View abstract
  8. NSPCC. The underwear rule. View website
  9. Child Protection in Sport Unit. View website
  10. Introductory guide to safeguarding and child protection for the voluntary and community sector. NSPCC, 2019. View document
  11. Safeguarding in Education Self-Assessment Tool (ESAT). NSPCC. View website

© Copyright Royal College of Paediatrics and Child Health 2014 | Reviewed in 2019