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Main title slide. K eeping Safe. NSPCC and Department of Education Developing Preventative ‘Keeping Safe’ Education in Primary Schools in Northern Ireland: an RCT Study. ICL Conference, Belfast 20-22 February 2014 Dr Aisling McElearney & Phyllis Stephenson. Aims of today. Aims of today. - PowerPoint PPT PresentationTRANSCRIPT
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Main title slide
Keeping Safe
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NSPCC and Department of Education
Developing Preventative ‘Keeping Safe’ Education in Primary Schools in Northern Ireland: an RCT Study
ICL Conference, Belfast 20-22 February 2014Dr Aisling McElearney & Phyllis Stephenson
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Aims of today
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Aims of today1. To describe the research process
& outcomes whereby children in primary schools were engaged in developing the preventative ‘keeping safe’ education RCT study
• Photography project
• Children’s Knowledge of Abuse Questionnaire project
2. To outline RCT study informed by
this research
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Photography project
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MethodologyDevelopment of child friendly data collection procedures
’Be safe while taking your photographs Guidelines’
Purposive sampling of 2 schools councils from case study schools
n=19, 1 special, 1 mainstream school
2 workshops; consult, feedback, evidence shared decisions, reward
children self-evaluate workshop experiences
Data collection
Photography project
Stratified random sampling, 15 schools
n= 175 P5-P7; 9-11years
Brief children, seek consent, test cameras & guidelines,Collect cameras after 7 daysDevelop & return photos Children annotateCollect for analysis
First level content analysis
Photographic data
Convenience sampling
Y9/10 (n=61) 3 post-primary schools
Workshop -10 small groups Bundles of photos plus annotateddescriptionsLook & read; compare & contrast,group into discrete categories; label category; write rationale
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Findings New NI evidence - children’s perspective & understanding of keeping safe; 1775 photos grouped into 77 discrete categories and 4 key-themes
Key themes; physical safety & preventing accidents (787 photos, 37.8%), places (796 photos, 38.3%), feeling secure (495 photos, 23.8%), people (482 photos, 23.1%)
Key findings • For majority of children physical safety and accident prevention is
core to their understanding of keeping safe• Keeping safe from bullying, child abuse and domestic abuse
comprises a small element of most children’s understanding of keeping safe. Includes bullying, stranger danger, good and bad people
• Some children are tuned into feeling safe and a small minority indicate they have a role to play in keeping themselves safe
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CKAQ project
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MethodologyObjective – to assess children’s knowledge and understanding of bullying, domestic abuse, appropriate & inappropriate touch, and self-perceived efficacy to keep themselves safe
Composite instrument following review & critique of available instruments; - Children’s Knowledge of Abuse Questionnaire (Tutty, 2000) - Efficacy Expectations Subscale (Dake et al, 2003) - Knowledge & Attitudes to Abuse Subscale of Child/Teen Witness to Woman Abuse Questionnaire (Sudermann, 2000)
Amended following consultation workshop with children (n=19); order of abuse issues, presentation & fonts, explanations provided to children, child friendly definitions of key concepts
Sample; n=532 P5-P7 children across 16 schools; supported by NSPCC practitioner in class test conditions
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Significant results Poor knowledge & understanding; • Role of child in domestic abuse;
cause, what to do• Relational bullying• Who presents a risk re sexual
abuse, stranger danger mis-message
Low self-efficacy to keep safe in abuse situations; telling trusted adult about domestic abuse or inappropriate sexual touching
& low self efficacy to keep safe;
AGE - younger
Self-reported SEN
Exposure to fewer sources of this information
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Robust evidence of gaps in children’s knowledge, understanding & self-efficacy to keep safe in situations of abuse
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NSPCC and Department of Education
RCT Study 2013-18
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Focus on teachersChildren tell teachers & teachers know their children; unique relationship, significant adult for many children
Significant opportunities; formal & informal curriculum, accessible population
Teachers critical to achieving effective implementation
Teachers have asked for training, development & ongoing support to teach sensitive messages
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A whole school approach
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A whole school approach
School Leadership
• Embedding Keeping Safe in every school’s vision
• Whole school development plan • Monitoring and evaluating • Developing community links
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A whole school approach
School Leadership
Designated teacher for child protection
• Embedding Keeping Safe in every school’s vision
• Whole school development plan • Monitoring and evaluating • Developing community links • CPSSS support, training and advice
• Support for ongoing CPD • Engaging parents and external partners• Promoting the school vision
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A whole school approach
School Leadership
Designated teacher for child protection
Classroom teacher
• Embedding Keeping Safe in every school’s vision
• Whole school development plan • Monitoring and evaluating • Developing community links • CPSSS support, training and advice
• Support for ongoing CPD • Engaging parents and external partners• Promoting the school vision • Teaching sensitive messages• Formal and informal curriculum • Engaging parents and external partners• Creating a culture of listening & telling
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3 Key elements of the project
Develop•CPD package; Model of CPD & training materials to engage teachers, teaching & learning resources for teachers, children & parents
Implement •Feasibility study to test model, resources & evaluation tools (3-6 months)•Fully in pilot schools for 12-18 months
Evaluate •Effectiveness RCT – T1 (baseline), T2 (midway @ 9 mths), T3 (end @ 12-18 mths), T4 (follow up at 9mths)•Process evaluation – lessons for implementation
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Development updates
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• Screen shot
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Q & A
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Thank you for your
attention
Thank you for your attention
[email protected]@nspcc.org.ukEducation Advisors