Keeping our children safe Raising awareness of safeguarding children in black and minority ethnic communities
This training resource helps adults in black and minority ethnic (BME) communities learn about childcare practices which may be positive or harmful, and ways to keep children safe.
This resource is aimed at safeguarding facilitators and others working with families in BME communities. It’s designed to enable parents and other adults reflect on issues affecting children and relate these issues to their own experiences. It was developed in partnership with people from BME communities and can also be used by other communities.
Its three modules help facilitators start group discussions on issues such as: child abuse; parents’ rights and responsibilities; the roles of statutory and voluntary agencies; and sources of support for families in the community.
Module 1: Getting in touch with children’s needs
This module gets participants thinking about their own childhoods, how this has influenced their perceptions of children today, and what children need in order to grow to their full potential. This will create the context for thinking about safeguarding children in their community.
Module 2: Raising awareness about child abuse
These sessions enable participants to consider what child abuse is. They will become aware of the laws in the United Kingdom (particularly England), including the powers given to agencies to safeguard children and the rights and responsibilities of parents.
Module 3: Strengths and supports
This module helps participants to think about practices that protect children from harm in the family and community. They will learn about the roles and responsibilities of key professionals who are involved in safeguarding children, and the sources of support in their community.
|Before you start training||7|
|Good practice when using this resource||8|
|How to facilitate sessions effectively||11|
|Summary of the modules||12|
|List of sessions||13|
|Planning the programme||14|
|Glossary of terms||17|
Module 1 - Getting in touch with childrens needs
|Introductory session - Why are we doing this course?||3|
|Session 1.1 - Childhood past and present||8|
|Session 1.2 - What we think of children in our community||10|
|Session 1.3 - Then and now: how we look after children||12|
|Session 1.4 - Connecting to children's needs||14|
|Session 1.5 - What do children need and want?||18|
Module 2 - Raising awareness about child abuse
|Session 2.1 - Who abuses children?||3|
|Handout 2.1a - Keeping children - what are my thoughts?||5|
|Handout 2.1b - Facilitator answer sheet||7|
|Session 2.2 - What is child abuse?||9|
|Handout 2.2a - Safeguarding children – Part A: Facts and figures||11|
|Handout 2.2b - Safeguarding children – Part B: Types of abuse||12|
|Session 2.3 - Child abuse or culturally acceptable behaviour||15|
|Handout 2.3a - Facilitator’s sheet – Scenario cards||17|
|Handout 2.3b - Behaviours and underpinning beliefs||20|
|Session 2.4 - Alternatives to physical punishment||21|
|Session 2.5 - Safeguarding children – the law||23|
|Handout 2.5a - Children’s rights||25|
|Handout 2.5b - Children’s rights: the law in England||27|
|Session 2.6 - What stops us taking action to keep children safe?||31|
Module 3 - Strengths and supports
|Session 3.1 - Safeguarding children in our community – protective factors||3|
|Session 3.2 - Roles and responsibilities in safeguarding||5|
|Handout 3.2 - The role of professionals in safeguarding children||7|
|Session 3.3 - Sources of support||9|
Please cite as: NSPCC (2017) Keeping our children safe: raising awareness in black and minority ethnic communities. London: NSPCC.
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