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

amcelearney@nspcc.org.ukphyllisstephenson@nspcc.org.ukEducation Advisors