BELIEVE YOUR CHILD AND DO NOT BLAME HIM/HER FOR WHAT HAPPENED UPON DISCLOSURE OF SEXUAL ABUSE.

CHILD ABUSE LAW HELP FOR TROUBLED FAMILIES Counselors are ready to help parents and youth in any crisis.
Abused children are helpless -unless you help.
Detecting and Reporting a case of child abuse to the people who can help are vital steps. Immediate Treatment must be given for urgent problems, such as physical injury, malnourishment, and serious neglect. Support Services from a visiting nurse, homemaker, social worker, concerned friend, relative or family member are livesavers. Extended Counseling for children and parents is a must. Because abuse develops over a long time, it requires long term professional treatment.

CHILD ABUSE
You have a responsibility by law to report any child abuse to your local law enforcement agency or to the nearest Social and Rehabilitation

Services office.

It shouldnt hurt to be a child

Child abuse is an injury or a pattern of injuries to a child that is non-accidental. Child abuse, contrary to popular belief, occurs in all cultural, ethnic, occupational, and socioeconomic groups. National Center on Child Abuse and Neglect estimates over two million children are abused or neglected each year. Abuse is a vicious circle - usually passed on from generation to generation. Almost 2,000 children die from child abuse and neglect every year. Abusers can be friends, neighbors, and relatives. Parents are the most frequent child abusers. The most common cause of death in children under age six is due to child abuse. One out of every four children will experience some form of sexual abuse before the age of 18. Offenders will continue to abuse without intervention and treatment. Most abusive parents are Normal. Relatively few are Criminal or mentally unbalanced.

TYPES OF CHILD ABUSE

PHYSICAL: Shaking, beating, burning, failure to provide the necessities of life (e.g., adequate food). EMOTIONAL: Failure to provide warmth, attention, supervision, normal living experiences. VERBAL: Abuse characterized by constant verbal harassment and denigration of a child. Excessive yelling, belittling, teasing. SEXUAL: Child abuse which results in any act of a sexual nature upon or with a child.

Incest, other indecent sexual activity in the family.

Child abuse hurts everyone.

INDICATORS OF CHILD ABUSE
Appear to be different from other children either in physical or emotional makeup. They may often bear welts, bruises, burns, and other skin injuries. Some are wary of physical contact. They may exhibit a sudden change in behavior. They have learning problems that can not be diagnosed. Habitually truant, or late from school. Loss of appetite. Unexplainable fears.

PREVENTIVE MEASURES AGAINST SEXUAL ABUSE

Teach children that they have the right to say no if they dont want to be touched, even by relatives. Be a helpful listener and encourage your child to tell you what seems embarrassing or fearful. Discuss sexual issues in an open and straightforward manner with your children. Teach children early that their bodies are special and private. Be careful whom you employ

No Child is born to work

India is home to more than 12.6 million children who are forced to work in order to survive. These children are working as domestic help, on streets, in factories and farmlands silently suffering abuse. Save the Children works to end exploitative Child labour. Our Approach: Special health care programs for children living on the streets. Expose exploitative child labour practices. Ensure children joining residential bridge schools and vocational training programs for children above 14 years to lessen their chances of becoming child labourers again. ople
featured in photographs in this brochure are models only and are not in need of care because of domestic violence, abuse or neglect.

ABOUT CHILD ABUSE AND NEGLECT

Child abuse and neglect has debilitating consequences not only for children, but for their families and communities. Child abuse and neglect can happen to any child or young person in any family. It hurts and has lasting, damaging effects. Children who experience abuse and neglect may become unhappy and angry adults with low self-esteem. Some children even die because of the abuse. Sometimes children are hurt or are at risk of harm because: their families do not have adequate support their carers are experiencing a lot of stress from unemployment, illness, isolation or loneliness their parent(s) have not experienced good parenting themselves.

Child abuse and neglect can be prevented All children have a right to live free of violence and abuse. Unfortunately, child abuse and neglect continues to be an issue throughout
Sexual abuse is when an adult or someone who is bigger or older involves a child in a sexual activity by using their power over a child or taking advantage of a childs trust. Often children are bribed or threatened physically and psychologically to make them participate in the activity.

Child abuse and neglect is a crime

Physical abuse is a nonaccidental injury or pattern of injuries to a child caused by a parent, caregiver or any other person. It includes injuries caused by excessive discipline, severe beating or shaking, bruising, lacerations or welts, burns, fractures or dislocations, attempted strangulation and female genital

mutilation. Sometimes these injuries are fatal. Emotional abuse is behaviour by a parent or caregiver that destroys a childs confidence resulting in significant emotional disturbance or trauma. This can include a range of behaviours such as excessive criticism, withholding affection, exposure to domestic violence, intimidation or threatening behaviour.

WHAT IS CHILD ABUSE?

There are different forms of child abuse. These include neglect and physical, emotional and sexual abuse.
Neglect is the continued failure by a parent or caregiver to provide a child with the basic things needed for his or her proper growth and development, such as food, clothing, shelter, medical and dental care and adequate supervision.

4
If you think that a child or young person is being neglected or physically, sexually or emotionally abused,

Children and young people have a right to be safe in their own homes and in the community.

Protecting children and young people from harm is everyone's business. Children and young people will only be protected from abuse and neglect if responsible adults take action on their behalf. Reporting your concerns about a child or young persons safety or well being is the first step in preventing or stopping the abuse and protecting children from further harm. It also gives the NSW Department of Community Services (DoCS) the chance to help families in situations where a child or young person may be at risk.

6
For example, we might contact the childs teacher, child care worker or relatives. If we think the law has been broken we will talk to the police.We will link the childs family to services if

they need support to help them care for their child safely. If the child or young person is at risk of harm, we work with other agencies and professionals to make sure they are safe. If we think a child is in immediate danger, we will give them a safe place to live.We always involve the child or young person and the family as much as possible in decisions that affect them.

WHAT WILL DoCS DO?

By law we must assess reports of child abuse and neglect or reports of children who may be at risk of harm.
When you contact us, our staff will ask you for more information to help us find out about the risk of harm to the child or children involved. We may talk to the family of the child.We may also need to talk to other people to find out about the familys circumstances. abuse or neglect of a sibling family history of violence, including domestic violence physical or mental health issues for the parent or caregiver affecting their ability to care for the child the parent or caregivers abuse of alcohol or other drugs affecting their ability to care for the child. If you recognise signs of abuse or neglect in a child you know, even your own child, contact DoCS Helpline immediately on 132 111.

There are common physical and behavioural signs for each type of child abuse and neglect
The presence of one of these signs does not necessarily mean neglect or abuse. When considering if a child has been neglected or abused, it is important to keep in mind the life circumstances of that child, such as: social or geographic isolation of the child or

family, including lack of access to extended family

HOW DO I KNOW IF A CHILD IS BEING NEGLECTED OR ABUSED?

10
failure to provide adequate food, shelter, clothing, medical attention or clean home conditions leaving the child without appropriate supervision inability to respond emotionally to a child abandoning the child withholding physical contact or stimulation for prolonged periods of time failure to provide psychological nurturing treating one child differently from sibling(s).

POSSIBLE SIGNS OF NEGLECT

Signs in children
poor hygiene ie. child consistently unwashed scavenging or stealing food extended stays at school, public places or other homes extreme longing for adult affection low weight for age untreated physical problems eg. untreated sores, nappy rash or urine scalds rocking, sucking or headbanging anxiety about being abandoned failure to thrive and develop focus on basic survival poor or pale complexion and poor hair texture.

12

Signs in parents or caregivers

dislocations, sprains, twisting general indicators of female genital mutilation which could include having a special operation, difficulties in toileting and reluctance to be involved in sport or other physical activities in which the child was previously interested.

Signs in parents or caregivers

direct admissions by a parent or caregiver that they fear injuring their child family history of violence history of their own

maltreatment as a child frequent visits with their child or children to health or other services with unexplained or suspicious injuries, swallowing of nonfood substances or other bodily complaints.

Signs in children

facial, head and neck bruising lacerations and welts from excessive discipline explanation for an injury offered by the child is not consistent with the injury other bruising and marks which may show the shape of the object that caused it eg. belt buckle, hand print bite marks and scratches ruptured internal organs without a history of major trauma fractured bones, especially in children under three years old burns and scalds head injuries where the child may show signs of drowsiness, vomiting, fits or retinal haemorrhages, suggesting the child may have been shaken multiple injuries or bruises swallowing poisonous substances, alcohol or other harmful drugs

POSSIBLE SIGNS OF PHYSICAL ABUSE

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constantly criticising, belittling, teasing or ignoring the child, or withholding praise and attention excessive or unreasonable demands persistent hostility, severe verbal abuse, rejection and scapegoating belief that a particular child is bad or evil using inappropriate physical or social isolation as punishment domestic violence.

All types of abuse harm children psychologically, but the term emotional abuse is behaviour that destroys

a childs confidence. Signs in children

feelings of worthlessness about life and themselves inability to value others lack of trust in people lack of people skills necessary for daily functioning extreme attention-seeking behaviour other behavioural disorders eg. bullying, disruptiveness, aggressiveness exposure to domestic violence.

POSSIBLE SIGNS OF EMOTIONAL ABUSE

16
Signs in parents or caregivers
exposing a child to prostitution or pornography or using a child for pornographic purposes intentional exposure of a child to sexual behaviour of others previous conviction of child sexual abuse coercing a child to engage in sexual behaviour with other children verbal threats of sexual abuse denial of adolescents pregnancy by family.

Signs in children

describing sexual acts eg. ______ hurts my wee-wee telling you about it, directly or indirectly self-destructive behaviour eg. drug dependency, suicide attempts, self-mutilation going to bed fully clothed anorexia or over-eating bruising or bleeding in the genital area sexually transmitted infections bruising to breasts, buttocks, lower abdomen or thighs adolescent pregnancy contact with a known or suspected perpetrator of a sexual assault unexplained accumulation of money and gifts persistently running away from home regressive behaviour eg. sudden return to bedwetting or soiling sexual behaviour

inappropriate for the childs age.

POSSIBLE SIGNS OF SEXUAL ABUSE

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Signs in parents or caregivers

DEFINITIONS

Child: A child is a person under the age of 18. Abuse: Abuse includes the non-accidental commission of any act which causes or creates substantial risk of physical or emotional injury, or the commission of a sex offense against a child as defined by the criminal laws of the Commonwealth, including: sexual contact with a child, child enticement, taking sexually explicit photographs of a child, disseminating harmful matter to a child, and engaging a child in prostitution. Neglect: Neglect includes failure, either deliberately through negligence or inability, to take actions necessary to provide a child with minimally adequate food, clothing, shelter, medical care, supervision, emotional stability or growth, or other essential care. This definition is not dependent upon location (i.e.. neglect can occur when a child is in an out-of-home or an in-home setting).

CHILD ABUSE PREVENTION

Child Abuse in America

Children are suffering from a hidden epidemic of child abuse and neglect. Over 3 million reports of child abuse are made every year in the United States; however, those reports can include multiple children. A report of child abuse is made every ten seconds. Almost five children die every day as a result of child abuse. Approximately 80% are under the age of 4. It is estimated that between 50-60% of child fatalities due to maltreatment are not recorded as such on death certificates. More than 90% of juvenile sexual abuse victims know their perpetrator in some way. Child abuse occurs at every socioeconomic level, across ethnic and cultural lines, within all religions and at all levels of education. About 30% of abused and neglected

children will later abuse their own children, continuing the horrible cycle of abuse.

Being a parent is one of the hardest jobs in the world. It can be overwhelming at times. Most parents want to do a good job of raising their children. But unlike other jobs where you get special training, most parents are left to do the best they can, with what they know from their own experience. There's no need to feel that you are all alone or that no one cares. Resource Information

Q: What is ? A: labor is the practice of using children or minors for sustained work over long periods of time. Q: When Did Start? A: A more pertinent question would be "When will labor end?" labor has been used by every culture for as long as recorded history. It is still going on... Q: What Companies Use ? A: Most companies that use labor don't advertise who they are but most are found in poorer countries. The poorer countries don't have the resources to fight Q: What are the solutions of ? A: In part, the solution is in shops etc in the western world not buying items that are made by - no demand, no supply. Another part of the solution i... Q: Who does ? A: Most countries in Asia do , but there has been a few in Europe. Most countries have some form of labor; some have more than others. labo...

1. Setting up a Community Action Network 4 pages 2 . Potential Challenges Facing Community Action Networks 1 page 3 . Creating a Community Plan for Action 2 pages 4 . Applying for Funding 1 page 5 . Innovative Practices and Guiding Principles: Project Checklist 4 pages 6 . Creating a Press Release 2 pages

Taking Action:
Provided by the Justice Institute of British Columbia, National Crime Prevention Centre and Victim Services and Community Programs Division, Ministry of Public Safety and Solicitor General.

A series of 6 handouts for communities in British Columbia addressing sexual exploitation of children and youth.

Setting up a Community

Action Network
In BC, most action networks are lead by an independent community group made up of various members of the local community working on the issue of sexual exploitation. A smaller number of groups have been initiated by municipalities and are directly linked to the work of City Council. In some communities these groups either independent or lead by City Council are called Community Action Teams (CATs). This chart is intended to show how this difference in leadership may affect the work of the community networks.

Models for Setting up a Community Action Network

Model One: Lead by City Council Model Two: Lead by Community groups
Membership by invitation only, from direction of research done by staff at City council Membership by invitation, with representation from various groups, as well as through voluntary interest Funding provided by the City for a position to lead the network, such as through a social planning position. Lead by volunteers, with a small stipend to pay an administrator to take minutes and coordinate meetings Funding sought for projects from external sources such as NCPC, etc. Funding sought for projects from external sources such as NCPC, etc. Goals and aims of the network fit with the mandate and scope of the City Council Goals and aims are dictated by the network itself rather than the City or another governmental body Report to the City on a regular basis, with initiatives being lead by the City Council and partially funded by them. Report to own group Taking initiative As you can see above, communities across BC have used different leadership models in establishing community action groups to address sexual exploitation. Some have been lead by local organizations coming together around the issue, such as front-line youth workers, concerned parents and RCMP. Others have been initiated under the direction of the City Council, at the request of local school officials or other youth-serving agencies. To encourage your local City Council to take initiative providing resources and administrative time to starting a network, begin a letter-writing campaign or encourage local school officials to speak up at a Council meeting about this issue. It is important to invite a broad range of representatives from local agencies, as well as individuals who may have a personal interest in the issue of sexual exploitation. Continued on page 2.

Who to invite
Handout 1 1/4

Taking Action: Setting up a Community Action Network Who to invite There are many benefits to being involved in a community action group, as
there are networking and information-sharing opportunities that arise on a regular basis. Encourage people to become involved by reminding them of these benefits, as they will probably be there on a voluntary basis donating their time and energy to the group. Some groups to invite include reps from: School districts Police

Local municipalities Government ministries such as: MCFD, status of women, aboriginal services Local health authority Non-profits that deal with at-risk youth Local First Nations bands Local Friendship Centres Organizations working with Aboriginal youth Immigrant and refugee organizations, especially those working with women and children Groups that provide services to adult sex workers, such as drop-in centres, homeless shelters Victim Services Needle exchange Street clinic Experiential and non-experiential youth, as appropriate

Outreach to First Nations

Across BC, First Nations communities, families and youth are deeply affected by sexual exploitation. Through intergenerational abuse, histories of residential schools, substance use and other symptoms of colonization, many First Nations leaders may be reluctant to talk about sexual exploitation. However, it is important to be strong in your resolution to include Aboriginal organizations and individuals in your group. Aboriginal youth are particularly vulnerable to sexual exploitation and First Nations can benefit from tackling this difficult issue within their community. Community networks should make efforts to approach local leaders, bands, and Aboriginal youth-serving agencies to ask for their participation, support and leadership. Move beyond tokenizing the invitation of Native organizations to the table and aim for genuine collaboration. Some ideas for reaching out to First Nations include: Ask to hold a meeting at the local band office or on the reserve Ask a chief or other representative to open the meeting with a welcome and acknowledgement of the traditional territories Keep extending the invitation to participate in group activities, through phone calls and other personal invitations besides email. When holding workshops, conferences, rallies, and other gatherings, ask the local chiefs what the protocols are for respecting the traditional territories. Ask them to become involved in the events by opening the gatherings in a respectful way. Ask the local chief, native youth workers or other Aboriginal agencies to let you know when they are hosting youth-focused events and be sure to attend. Show support for their initiatives and learn about how they are tackling this problem.
Handout 1 2/4

Taking Action: Setting up a Community Action Network Involvement of youth

It is important to discuss the involvement of youth within your group, determining the ethical boundaries for involving experiential youth as well as other youth in the community. Your group may choose to ask youth to participate in your event planning or general meetings, or you may choose to hold specific youth-focused events or projects. Regardless, it is important to outline your rationale for these guidelines in your mandate.

Establish a mandate
Establishing a mandate for your group will help to determine the long-term and short-term goals and objectives, and the focus and limitations of your activities. Establishing a mandate may be a long process due to differences of opinion, experience or belief systems between your members, and this is a good opportunity to seek a common ground upon which you will all work.

Assessing knowledge base

It is a good idea to keep a list of your members, their organizational affiliations and the particular skills and knowledge that they have. For example, identifying those with proposal writing skills, knowledge of legal procedures, budget management, youth services and media contacts will

all be important during your project planning phase. The skills and knowledge may also help to determine the scope or focus of your projects.

Delegation of duties

Establish sub-committees based on interest or areas of expertise. Such committees include: Fundraising Legal issues Events coordination Media representation and outreach Integrated services and housing School outreach and liaison Funding It is important that a sub-committee be established or that one person volunteer to take a leadership role in writing funding applications. These can be very labor-intensive and need strong writing skills and experience with proposal writing. The group should support this person in writing the applications by offering to edit, give feedback, or write letters of support from their agencies to support the initiatives. Core funding: Most community action groups run without any core funding. Most of the labor is done voluntarily with some small grants being acquired to cover a stipend for the administrator of the group. Groups with funding from City Councils often have a part-time funded position for a person to take leadership role in heading the group. Project Funding: See Applying for Funding for more information on applying for project grants.

Develop a Community Plan

See Creating a Community Plan for Action for guidance on developing a community plan to give a solid framework for your group. It is important that everyone be involved in this process and that there is enough interest and energy to sustain the agreed-upon goals. For the first year or more, set small, realistic goals that your group can meet given the amount of energy and time that you have. Allow yourself to succeed at the goals you set rather than trying to solve sexual exploitation altogether.
Handout 1 3/4

Taking Action: Setting up a Community Action Network Reassess on yearly basis

As your network grows in numbers and experience, you will need to reassess the goals and community plan on a regular basis. Allow for the community plan to be a work in progress that is revised regularly. As the levels of awareness are improved in your community, the goals can move along the continuum from basic education to prevention and beyond.

Notes:
1/1

Handout 1 4/4

Taking Action: Setting up a Community Action Network

Potential Challenges Facing Community Action Networks

Some community networks in BC have been running for over 8 years, while others are just getting started. Even with individual commitment to this very important issue, groups do face challenges in keeping their momentum and dealing with busy schedules. Maintaining interest
You may find that the level of interest will rise and fall throughout the year, and that some months (such as December) are just too busy to hold a meeting. Large initiatives tend

to take a lot of energy from the group members and interest may fall off in the months following. Take this into consideration when planning the groups events and allow for people to take a break when necessary. Allow for people to miss a meeting when necessary but also ask them to let the administrator know when they need to take a leave from the group. Many people will be volunteering their time and it is better to avoid complete burn-out before it happens. Funding Funding is always a challenge for community action groups. Most funding is given on a project basis, ranging from one- to three-year commitments. One of the important skills to look for in your network members is fundraising and events organizing. Fundraising from businesses and the local community will be an essential way of maintaining your group in order to supplement the funding available through grants and other project money.

Consistency of representatives
Members of the RCMP and other representatives may change quite frequently depending on staff turnover or new appointments. This can create challenges in maintaining a good connection to the RCMP and other organizations because the individual interest and commitment will vary. Media interest The media tends to grasp on to sensational stories that have a face to put to the issue of sexual exploitation. Media coverage of sexual exploitation tends to focus on individual experiences of a youth, providing intimate and inappropriate details to the public. In general, members of the media are less interested in covering issues of sexual exploitation when there is no sensationalist aspect to write about. Pay attention to your local papers and try to keep an eye out for a journalist that covers similar stories ethically and respectfully. These are people who may wish to be invited to be a part of your network or who you should call when you are putting out a media release. Public awareness Partly due to the lack of media coverage of issues of sexual exploitation on an ongoing basis, it can be difficult to maintain a good level of public awareness and concern for the issue. Many networks have focused their efforts at raising the level of knowledge amongst the public in order to gain community support and have success in future events. Poster campaigns, public speaking engagements, workshops, and participation in community forums on youth health, substance use, homelessness and related issues can help to get the issue of sexual exploitation in to the minds of community members.
Handout 2

Taking Action: Potential Challenges Facing Community Action Networks

Creating a Community Plan for Action

Whether you are just establishing a community action network or already have a strong group working to address sexual exploitation in your area, it is important to reassess your Community Plan for Action on a regular basis. On a yearly or bi-yearly basis, use these steps to guide you through the process of setting realistic goals for the year ahead. Delegate There are many steps involved in creating a community plan and implementing it.
Within your community action group, have members volunteer for various aspects of the plan. This will include doing research, donating office space and photocopying, hosting events, being a media contact, etc. Talk about what resources you are each able to provide and set your community action plan with a realistic view of your capacity. Research It is important to do research in to what has been done in your community in the past, as well as what the priorities are for front-line workers, youth and other concerned members of the community. Some communities have found funding for a needs assessment or other community report to be completed as a first step in establishing goals for future action. This is

a helpful place to start in creating a realistic plan for your community.

Establish continuum for action

Look at the community along a continuum from basic education and awareness to prevention to intervention and action. Start at the beginning and asses where the community is at in terms of basic awareness on issues of sexual exploitation. It is best to set the groundwork for your future goals by creating a common level of awareness among your community members, before moving your group in to action. When prioritizing your goals, look at where your energies would best be spent in the community. For example, one year you may wish to focus on awareness-raising initiatives, while the next year you may move to creating prevention strategies or holding training seminars that are aimed at making interventions with youth already being exploited. Set Goals Timeframe: Create a set of realistic goals within allotted time periods. What is realistic for your group to do within a one year time period? Within two years, within five years or ten years? Set these goals and be prepared to take action on the short-term goals first. Resources: For each goal, write a list of resources that will be required. Include hours of labour or number of people required, location, supplies, food (for conferences, workshops or other gatherings), a computer, Funding: For each goal, what resources can be donated and which ones will require funding? Who will be responsible for applying for funding and what are the possible sources for these funds? Evaluation: For each goal, determine the ways that success will be measured. How will you know when your goal has been reached? How will the success of your activities be evaluated?
Handout 3 1/2

Taking Action: Creating a Community Plan for Action Make Recommendations

Some goals or points of action may lay outside the scope of your group. It is important to recognize those things that are the responsibility of various levels of government or other local agencies, which can be turned in to recommendations that are presented to these partners. Changes in legislation, changes in child protection measures and other identified goals should be put forward to the appropriate agencies.

Develop Partnerships

Create space for all aspects of the community in your plan for action. Develop opportunities for local businesses to become involved, for youth, schools, and concerned parents. Look at all potential partners and create a way for them to participate in implementing your community plan. Media Interest The media is an important tool to use when doing outreach or spreading information and knowledge about your community plan. Writing a media release to announce a recent initiative or upcoming event can be key to it success. Some networks have found great success in having a member of the local media (such as newspaper reporters) directly involved in their group. The local media can be used to write stories in local, regional or national newspapers about your initiatives and increase interest around the issue of sexual exploitation. (see Creating a Press Release) Revise It is important for the community plan to be seen as a work in progress. Create yearly opportunities for community members to come together to look at what has been accomplished in the past year, review emerging issues, and set new goals for the year ahead.

Notes:

Handout 3 2/2 1/1

Taking Action: Creating a Community Plan for Action

Applying for Funding

This worksheet includes tips for networks applying for funding to support their community initiatives in addressing sexual exploitation of children and youth.
Before filling out the funding application, look over what is required by the funders and plan in advance. You will need to ask for letters of support from organizations in the community that support the project, and have a clear vision of what your project will entail. This will prepare you for creating a budget and project plan with outlined goals and objectives. Applying for funding often takes a lot of work before you receive any money, but it will make your application much stronger if the project is well thought out. Contact the person listed on the grant application before getting too far in to the application process. This will tell you if it is the appropriate avenue for your project and if funds are still available, as well as tips for gearing your project to the grant requirements. Look at the information supplied by the funding agency either online or attached to the funding application. Often funding organizations will include a list of things that should be included in your application or things to keep in mind when filling out your forms. These are your keys to success, as they are generally the guidelines upon which your application will be judged. If you have any questions that are not answered in their information, dont be afraid to phone or email the organization in order to have your question clarified before the deadline. Keep in mind that funders have different program interests, priorities, criteria, and deadlines. In writing a proposal, it is important to identify how your project goals and objectives meet the funders priorities, criteria and budget parameters. Remember that your application will go through a competitive process and will be measured against proposals for other interesting projects. Ask yourself what makes your project unique, what makes it innovative and how does it support the work of the funding organization. Be sure the application is easily readable. If you have handwritten the application, use a dark blue or black pen and print or write clearly. Typed applications are preferred. Be as clear and to-the-point in outlining the purpose and goals of your project and be sure to provide the information requested in the funding application. Any background information that does not fit in to the application form should be added as an appendix rather than stated fully in the main application. Have two people check your application to ensure that all sections have been completed and edited for spelling mistakes and other errors. Also double check that the application has been signed by an official that has been authorized to do so on behalf of your organization. Check over the list of required documents and ensure they are attached, including letters showing commitment and support from your community partners. If the letters are being sent directly to the funders, include this information in your cover letter. Make sure the budget is detailed, complete and accurate. All sources of funding and in-kind contributions (donations

of time, equipment, room rentals, etc.) must be included in the budget. Be realistic when writing your budget and be sure to think of all costs that the project will require. Make sure your application is submitted on time. If necessary, courier the application to the funder the day before the deadline to ensure it arrives on time.
Handout 4

Taking Action: Applying for funding

Innovative Practices and Guiding Principles: Project Checklist

This checklist is designed to provide a set of guiding principles for your project design and development. Ask yourself how your project is responding to the following questions and use the principles to set project goals. This list has been adapted from the Justice Institute of BC publication Commercial Sexual Exploitation: Innovative Ideas for Working with Children and Youth, and the CRIAW publication Participatory Research and Action: A Guide to Becoming a Researcher for Social Change.

Principle Question Project Response

UN Convention on the Rights of the Child

How are the principles of the UN Convention on the Rights of the Child reflected in our research practices and goals?

National Coalition of Experiential Women

How are the principles of the National Coalition of Experiential Women reflected in our research practices and goals?

Participation of Experiential Youth and Adults

Are experiential youth and adults given leadership roles in our project? How are experiential youth and adults supported in taking leadership positions in our project? Does our project have an advisory committee of experiential youth and adults? To what extent are experiential youth and adults involved in decision making about the research they are participating in? To what extent are experiential youth and adults empowered to make decisions about their own lives?
Handout 5 1/4

Taking Action: Innovative Practices and Guiding Principles: Project Checklist

Principle Question Project Response

Collective Responsibility
Are experiential youth and adults considered key stakeholders during

evaluation of the project? Has our project created working partnerships with other members of the community who are addressing sexual exploitation and sex work? Do we attempt to educate the broader community about issues impacting on the levels of violence in the lives of sexually exploited youth and adult sex workers? Do we work with partners from other sectors in our work on violence? Is our project informed about larger systems of power in society, such as law, education and colonization?

Equity of access to services

Do experiential youth and adults feel they can approach our project without being judged? Do youth have voluntary participation in our research project? How is a youth perspective incorporated in to our strategies for accessibility for youth? Do our research practices create barriers to accessing our project? How do we let experiential youth and adults know about our research project? Are there any gaps in our outreach?
Handout 5 2/4

Taking Action: Innovative Practices and Guiding Principles: Project Checklist

Principle Question Project Response

Equity of access to services
Are we aware of all the Aboriginal communities in our area? How are we engaging with them in an accessible manner? How does our project make experiential youth and adults feel welcome?

Culturally specific programming

How do we ensure that our project is free from judgment toward experiential youth and adults? How do we train our researchers to ensure sensitivity to the diverse needs of participants? Are we aware of the cultural protocols? Are we prepared to discuss issues that may be taboo within certain cultural contexts? How do we address homophobia, racism, ageism, and other forms of discrimination in our research project? Do we offer culturally-specific opportunities for participants? Do we offer genderspecific opportunities for participants? Do we conduct our research project in a manner that addresses the specific cultural needs of youth from diverse communities?

Relational perspective

Is there room in our project for workers to get to know the participants and to maintain contact with them? Does the project work to foster naturally evolving relationships?
Handout 5 3/4

Taking Action: Innovative Practices and Guiding Principles: Project Checklist

Principle Question Project Response

Relational perspective
Does our project honour the relationships that participants already have within their peer groups, families, and communities?

Respecting First Nations Communities

Have First Nations communities been given an opportunity to collaborate on the research in their community? Have First Nations communities been engaged adequately in outreach for participation in the research project?

Self-Reflective Practice

Does the project allow for continued reflection, evaluation and critique of ourselves?
Handout 5 4/4

Taking Action: Innovative Practices and Guiding Principles: Project Checklist

Creating a Press Release

FOR IMMEDIATE RELEASE Contact

This worksheet includes the standard format for writing a press release with tips for encouraging the media to pay attention to issues or events related to sexual exploitation of children and youth.

List the name, address and phone number of sending organization and person available for interviews or more information

Catchy Title
Write a headline that draws attention to the issue or event without being sensationalist.

Information about photo or interview opportunity, time and location

If you are releasing a new publication, launching an art exhibit or hosting a community event, list the time and location where the spokesperson will be available for interviews. If your event features a well-known local or international expert, author or other figure, provide an opportunity for the media to speak to this person. It is not appropriate to offer photo or interview sessions with experiential youth or others who may be vulnerable to further exploitation through interacting with the media. However, the media always search for opportunities to gather first hand stories and put a face to the issue. Providing opportunities to talk to service providers, project coordinators or others will help gain their interest.

Location (city) Release date Body of the Press Release

Write to a journalist audience. A journalist is not seeking to be convinced of the importance of sexual exploitation, but is looking to find news-worthy items (sad but true in most cases).

 Keep the target audience of the publication or media outlet in mind. Answer the question: Why would the audience of this publication care about this issue? Speak to the local audience and relevant recent events in the community. Write in language that a general audience will understand. Do a bit of homework about media in your area. If you have seen articles in your local paper that address sexual exploitation, youth violence, human rights or other related issues in an ethical way, write down the name of the journalist and send the press release directly to them. Also have a look at the media in your area and target those publications that you would want to write about your event or story. Is your event more appropriate for the smaller community paper or for a larger regional paper? Or perhaps for the radio? Keep your press release short and to the point. Are you writing to promote an event? A recently released publication or video project? A local youth event? It is important to provide a bit of information to give a context for your work on sexual exploitation, but to also stay focused on the event at hand.
Handout 6 1/2

Taking Action: Creating a Press Release

Include a few statistics about sexual exploitation or facts about recent events in your community. Has there been a recent escalation in street violence or other concerns? If so, tie your event in with these local issues, as the journalist may see this as a potential angle for their own articles. If your event includes a local or international author, expert, or other public figure, you may want to highlight their involvement in your project. This will catch the attention of the media and provide a voice for the issue without further targeting victims of exploitation. For more information contact: same information as at the top of the press release, including just the name and phone number
Handout 6 2/2

Taking Action: Creating a Press Release

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Practice resources for practitioners working with young people affected by or at risk of child sexual exploitation A list of resources for raising awareness, and working with children and families
July 2013
A collection of resources for anyone working with sexually exploited children and young people, including: Raising awareness Direct work with children and families Case studies with sexually exploited children NSPCC training Related content Further reading Further help and information Related NSPCC resources Child sexual exploitation homepage exploited child

Raising awareness
Protect and Respect animations and session plans focusing on child sexual exploitation. ChildLine and NSPCC, 2012 These 3 animations and the accompanying session plans have been created by the NSPCC to help multi-agency professionals deliver awareness-raising sessions to young people at risk of, or who have experienced, sexual exploitation. There is also a session aimed specifically at professionals. The sessions will help young people understand the meaning of child sexual exploitation, grooming and trafficking. They also cover what might make a young person vulnerable to sexual exploitation, whats OK and whats not OK, and how young people who have experienced sexual exploitation can access support and advice. Protect and Respect: session plans focusing on child sexual exploitation (PDF, 5.14MB) When someone cares Jay My story is real Child sexual exploitation: awareness raising resource. Local Government Association, 2013 Resource to help councils raise awareness of child sexual exploitation within their own organisation, with local partners and within the community. It includes briefings, communications support, training materials and case studies which can be adapted to meet local needs. The sexual exploitation of children: can you recognise the signs? Association of Chief Police Officers et al Siyona Tech, 2012 A film (20 mins) to raise awareness about grooming and sexual exploitation. Aimed at training police officers but can be used with anyone. Uses the Eastenders storyline of Whitney, an adolescent girl who has previously been abused. She is now living away from home and is struggling to make money. She meets Rob who treats her well and tells her he loves her. Rob isolates her from her friends and makes her dependent on him. He takes her to a party and asks her

for a favour; to have sex with his friends. She escapes but he continues to contact her. Actress Shona McGarty talks about why Whitney is vulnerable and how Rob manipulates her. Lists key indicators. Exposed. Child Exploitation and Online Protection Centre (CEOP), 2011 A short film (10 mins) about a girl who sends her boyfriend naked images of herself on her mobile phone. The images are uploaded onto a social networking website and then spread around the internet resulting in comments and reactions from her peers at school and from strangers and people stalking her online. Shows the conversation the girl has with herself while sitting in a cafe having run away from home on whether to return and face the consequences. My dangerous loverboy: stop sex trafficking: the official music video. VKH Films, 2010 Music video (4 mins) made to accompany and promote the My dangerous lover boy film and campaign to raise awareness of child sexual exploitation. The song lyrics and film tell the story of a girl who meets an older boy. He buys her gifts, alcohol and takes her to parties. He drugs her and she becomes entrapped her in sex trafficking and exploitation. See also the My dangerous loverboy website. Be aware, stay alert, keep safe! (PDF) Barnardo's, [2011] A leaflet for young people explaining what sexual exploitation is and how to protect yourself. Discusses issues of trust in relationships. Provides a case study of a girl meets a group of older friends, starts taking drugs and is forced to have sex to pay for her drugs. Provides three tips to stay safe. Also available in Welsh (PDF). Are you a parent or a carer? (PDF) Barnardo's, [2011] A leaflet for parents or carers explaining what sexual exploitation is and how it can happen. Looks at the signs a child or young person may exhibit and what the parent or carer can do to protect their children. Also available in Welsh (PDF). Do you work with young people? Barnardo's, [2011] A leaflet for professionals explaining what sexual exploitation is, who it affects and how it can happen. Looks at the signs a child or young person may exhibit and what a professional should do to protect the child. There are versions for professionals working in: England (PDF) , Northern Ireland (PDF) , Scotland (PDF) and a Welsh/English version for Wales (PDF) . Innocence. Barnardo's; Concept Pictures, 2009 Short film (14 mins) following a young adolescent girl, Milly, who is groomed by an older man into having sex with men for money. Milly lives with her mother and her mother's violent partner. She meets Steve who woos her and separates her from her friends and family. Milly moves in with Steve and starts having sex with multiple men. She runs away after hearing Steve arranging to take her to Leeds. The film begins and ends with Milly taking to a support worker. Based on real life experiences of the young people from Barnardo's SECOS (Sexual Exploitation of Children On the Streets) service.

Direct work with children and families

Lets talk relationships: activities for exploring love, sex, friendship and family with young people. 2nd ed.

Rogers, V. Jessica Kingsley, 2011 Workbook of creative ways to get young people aged 13 to 19 years talking about positive relationships. Includes over 90 activities such as storyboard work, games, role-play, quizzes, drama, music and art. Provides photocopiable worksheets. Can be used for on-to-one or group work. Sections cover getting to know each other; friendships and peer groups; family dynamics; love and sex; evaluations and endings. Issues covered include peer pressure, bullying, decisionmaking, managing conflict at home, family values and homosexuality. Bwise2 sexual exploitation: a preventative education pack for use with 12 to 17 year olds in pupil referral units, residential units and schools. England and Wales edition. 3rd. ed. Kork, L. et al Barnardo's, 2010 An educational programme for professionals to teach young people about sexual exploitation. Sets out six sessions on: what is sexual exploitation?; grooming; power and control; risk management; equal consensual and respectful relationships; and support, protection and the law. Based on reallife experiences. Provides activities, handouts, case studies, and facilitator notes with practical tips. Can be used as part of the PSHE curriculum for key stages 3 and 4. Includes a CD-ROM of the session resources for printing or projecting and three posters. A guide to parent support work: a worker's guide to supporting parents affected by the sexual exploitation of their children. Coalition for the Removal of Pimping (CROP), 2008 Guide for workers who are providing support to parents whose children have been subjected to sexual exploitation and grooming. Covers understanding sexual grooming and exploitation, issues for the support worker around supporting parents and practical suggestions for supporting parents. Includes case studies and an overview of legislation. Protecting self and keeping safe pack. Loving and abusive relationships: a practical education pack for use in schools and youth settings. Foley, M. Barnardo's, 2006 Pack which aims to help support individuals working to deliver sex and relationships education to 11 to 16 year olds. The six sessions look at: establishing the group; different types of relationships; warning signs for unhealthy relationships; different types of abuse within relationships and domestic violence; sexual exploitation and grooming; and producing materials to raise awareness within schools or youth settings. Included in the pack are two DVDs, one called Love Story which is for use with session five whilst the other is called Lover Boy and is a stand alone resource that can be used to highlight issues around sexual exploitation. Unmasking sexual con games: helping teens avoid emotional grooming and dating violence. 3rd ed. McGee, K. M. and Buddenberg, L. J. Boys Town Press, 2003 Provides information and lesson plans on the ways in which teenagers can be emotionally groomed and coerced into a sexual relationship. It looks at emotional grooming, grooming tactics, grooming from the media, sexual harassment, dating violence and the boundaries of healthy relationships. Lesson plans for use with young people are detailed, and it includes worksheets that can be photocopied.

Case studies of work with sexually exploited children

How councils are raising awareness of child sexual exploitation: case study report (PDF)

Local Government Association, 2013 Six case studies showing how councils across England are raising awareness of child sexual exploitation (CSE) in their local areas, among partner agencies, young people, parents, faith groups and local media. Covers: listening to children and young people; raising awareness; engaging communities; coordinating responses to CSE; and working with schools. Good practice resource - Children and young people who go missing and child sexual exploitation a partnership approach: Staffordshire County Council Ofsted, 2013 A case study which outlines the co-operation between Staffordshire County Council, the police and independent providers involving an innovative approach to information sharing. It has resulted in the earlier identification of children and young people vulnerable to child sexual exploitation and a considerable fall in the number of young people going missing. It is absolutely behind us: councils reveal new approach to safeguarding after grooming scandals Daly, M. Community Care, 17 June 2013 Charts the progress being made by councils in Rochdale and Oxfordshire to protect young people from grooming and child sexual exploitation (CSE) in the wake of high profile CSE cases in these areas. This includes more than 10,000 children attending CSE awareness training sessions in schools in Rochdale; and in Oxfordshire, a specific child protection category of sexual exploitation which will enable the local authority to track and monitor progress through data analysis. Work to combat child sexual exploitation locally and nationally. Safe and Sound, 2012 Protection Children Update, Iss. 88, pp. 5-6 Looks at the work of Safe & Sound, a Derby-based charity working to prevent child sexual exploitation and support young people who have been, or are at risk of being exploited. Includes three brief case studies: 'Gemma', a 15 year old girl with learning disabilities who was found to be stripping in front of a webcam for her older 'boyfriend'; 12 year old 'Simon' who was referred after it was discovered he was planning to meet an older male he had been messaging online; and 'Ellie', a 13 year old who was being sexually abused by a group of older men who approached her on the street offering her cannabis and alcohol, and whom she initially considered to be her 'friends'. Discusses increasing awareness and securing prosecutions, and outlines warning signs of child sexual exploitation. Young women and sexual exploitation: prevention work. Balfour, K. and Seex, S.Y. In: Good practice briefing: young women and violence Women's Resource Centre, 2011, pp.12-17 Describes the work of Barnardos Young Womens Project that works with sexually exploited girls. Discusses young people's reactions to two cases from the Barnardo's Bwise2 sexual exploitation pack. Looks at the triangles exercise, comparing young people's opinions of rape and gender. Provides notes best practice based on this work. The other sections summarise what is know about various forms of violence perpetrated against young women and ways to work with these young women covering: gangs, forced marriage, honour-based violence and female genital mutilation.

Boy made to perform sex online. Hyde, P. Community Care 1816, 29 April 2010: pp.20-21 Presents a case study of a 14 year old adolescent boy who was sexually exploited online. His parents noticed a change in his behaviour from outgoing and relaxed to withdrawn and angry. They accessed his laptop's internet history and discovered he was being asked to perform sexual acts online by an adult male in internet chatrooms and social networking sites. Through contact with the Child Exploitation and Online Protection Centre (CEOP) a criminal investigation was carried out which resulted in convictions and the boy received therapy.

NSPCC training
Listening and responding to children and young people who have experienced sexual exploitation and abuse A specialist training course for professionals to develop knowledge and skills in active listening and taking creative approaches to listening to children and young people. Child sexual abuse: NSPCC EduCare child protection awareness programme A three-module distance learning programme to help anyone who works with children and young people to recognise the signs of sexual abuse and know how to respond. For more courses and tailored services please see NSPCC training and consultancy.

Related content
Child sexual abuse homepage An introduction to sexual abuse, key statistics, official guidance and practice. Child trafficking homepage An introduction to child trafficking, key statistics, official guidance and practice.

Further reading
Search the NSPCC Library Online for more resources on working with young people affected by or at risk of child sexual exploitation.

Further help and information

NWG Network The National Working Group (NWG) Network links over 1000 practitioners who are working on the issues of child sexual exploitation (CSE) and trafficking in the UK. The network provides support, advice, updates on the latest CSE developments, research, policy and practice resources. It also organises awareness raising activities and influences the development of national and local policy as informed by practice. The network has developed 'Our Voice' a forum for young people affected by CSE to enable their voices to be heard.

Contact the NSPCC's information service for more information about child sexual exploitation
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Child sexual exploitation: awareness raising resource

Child sexual exploitation should be a concern for everyone. It happens all across the country and is not limited to any particular geography, ethnicity, or social background. "Child sexual exploitation should be a concern for every council across the country. The evidence increasingly shows that it is a widespread problem and no one should assume that it doesn't happen in their area. Protecting children is one of the most important things councils do, but we can't stamp out this horrendous crime without the help of the wider community. Raising awareness of

this type of abuse is essential to preventing it and stopping it early when it does happen. Councils can use their links with police, schools, health professionals, and community and faith groups to highlight the signs and ensure people know where to turn if they have concerns. I would strongly encourage all councillors, and particularly lead members for children's services, to use this resource to help them better understand the issue and to shine a light on it locally." Councillor David Simmonds, Chair of the LGA Children and Young People Board

What is child sexual exploitation?

Child sexual exploitation (CSE) is a horrendous crime which destroys lives. It involves young people receiving somethng' (for example, food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of performing, and/or others performing on them, sexual activities. Those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources.

CSE toolkit
Working with the local media About this resource Raising awareness with partner agencies Raising awareness with the wider community Film and audio clips

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10 September 2013

Related information
Case study report
Poster

CSE: Myth vs reality Infographic

First steps checklist

1. Easily accessible information on the council website 2. Circulate the 'Warning Signs and Vulnerability Checklist' to all staff 3. Plan a training programme with local partners

4. Raise the issue with local schools

Something to share?
We know that we won't have captured every resource or idea and that practice is constantly developing and evolving. This is a living resource that can be updated and added to. If you have resources, materials or knowledge and experience to share through the resource or if you have any feedback, we would love to hear from you. Please email us at children@local.gov.uk

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