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Main title slide
Keeping 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 2014Dr Aisling McElearney & Phyllis Stephenson
Aims of today
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
Photography project
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
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
CKAQ project
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
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
Robust evidence of gaps in children’s knowledge, understanding & self-efficacy to keep safe in situations of abuse
NSPCC and Department of Education
RCT Study 2013-18
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
A whole school approach
A whole school approach
School Leadership
• Embedding Keeping Safe in every school’s vision
• Whole school development plan • Monitoring and evaluating • Developing community links
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
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
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
Development updates
• Screen shot
Q & A
Thank you for your
attention
Thank you for your attention
[email protected]@nspcc.org.ukEducation Advisors