Suffering in silence: children and unreported crime

This report presents the findings of a Scoping Inquiry into the hidden victimisation of children and young people, undertaken on behalf of the All Party Parliamentary Group (APPG) for Victims and Witnesses of Crime. The Inquiry was commissioned in response to findings from the most recent Crime Survey for England and Wales which indicates that less than one-fifth of children and young people who experience theft or violent crime report this to the police. The charity Victim Support, who provides the secretariat to the APPG, undertook research for the Inquiry in partnership with the University of Bedfordshire. Evidence was gathered in four ways: • a short review of existing literature; • an analysis of relevant data sources including the Crime Survey for England and Wales; • a rapid call for evidence from charities, service providers, statutory bodies and campaigners; and • three focus groups with children and young people

Making justice work : experiences of criminal justice for children and young people affected by sexual exploitation as victims and witnesses

Making Justice Work is a one year participatory pilot research project, carried out by The International Centre: Researching Child Sexual Exploitation, Violence and Trafficking at The University of Bedfordshire. The research explored young people’s experiences of the criminal justice system in child sexual exploitation (CSE) cases, and the ways in which these could be improved

The impact of e-learning on the continuing professional development of registered nurses

Background: The emergence of e-learning in recent years has afforded the learner the opportunity to engage with evidence-based continuing professional development in a flexible, engaging manner. The underpinning philosophy of which encompasses a learner-centred approach, that relies upon self-direction and motivation (Brekelmans, Maassen, Poell, WeststrateDr, Geurdes, 2016). Aim: The focus of the research was to explore the concept of e-learning and its perceived value amongst registered nurses as a method for engaging with lifelong learning. Methodology: To bring a holistic, balanced understanding to the impact e-learning has on the continuing professional development of registered nurses the research strategy incorporated a two-phase data collection process utilising a sequential explanatory mixed methods design (Creswell & Creswell, 2018).Results: Between February 2018 and June 2018 in a potential number of sixty participants, 39 (65%) engaged with phase one of the data collection, a quantitative questionnaire capturing opinion of e-learning as a means of continuing professional development. Of those 39, a further 12 agreed to participate in phase two, qualitative face to face interviews.Discussion: Through analysis of research data emerging themes where identified, these included the flexibility and challenges when engaging with e-learning, along with the knowledge acquisition and retention. Comparisons were also made to that of the more traditional approaches to continuing professional development. Whilst many of the themes had parity with existing literature base, motivation did emerge as a key theme not previously discussed in depth in relation to e-learning.Conclusions: Implications of the study concluded that the impact e-learning has on the continuing professional development of registered nurses is influenced by three main factors; motivation to engage, the value of e-learning and challenges to effective engagement. Whilst challenges still exist when engaging with e-learning it has potential to be used as a platform for achieving valuable learning experiences

Tackling child sexual exploitation: a study of current practice in London

This report was commissioned by London Councils and the London Safeguarding Children Board and written by Beckett, H; Firmin, C; Hynes, P and Pearce JIn autumn 2013, London Councils commissioned a team of researchers from the University of Bedfordshire to map current responses to child sexual exploitation (CSE) across London. This summary report presents an overview of the key findings of the study; please refer to the full report for further details on, and context to, the study.1 The study was conducted in October / November 2013. The findings are drawn from an in-depth quantitative survey (completed by 30 London boroughs and local safeguarding children boards) and eight semi-structured interviews with statutory and voluntary sector providers. The report provides a snapshot of current responses to CSE across London, in relation to: Local scoping of the issue; Local policies and procedures; Training and awareness raising; Identification and early intervention (re. victims and perpetrators); Responding to cases of CSE (re. victims and perpetrators); and Overarching reflections on progress and challenges. Although there is still much progress to be made, the report encouragingly demonstrates that significant work is underway within this field, with pertinent learning emerging from a number of different boroughs

Child sexual exploitation : definition & guide for professionals: extended text

This work was commissioned by the Department for Education (DfE) and is the extended text from which the DfE document ‘Child Sexual Exploitation: Definition and a guide for practitioners, local leaders and decision makers working to protect children from child sexual exploitation’ has been drawn. This can be viewed at www.gov.uk. The document outlines the new civil definition of child sexual exploitation, developed by the Home Office and DfE, together with an overview of our current understanding of the issue and an evidence-informed set of principles for responding. This extended version of the ‘guide’ provides professionals1 with further background information about child sexual exploitation and offers additional commentary around some of the complexities of practically responding to the issue. The document should be read in conjunction with Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children (hereafter referred to as Working Together), that provides the statutory framework for responding to child sexual exploitation and all other forms of abuse. The content of this document does not in any way supersede the statutory provisions of Working Together, but rather considers some of the nuances and challenges of applying its requirements and principles to this particular form of abuse. This extended version of the ‘guide’ draws on the existing evidence base to identify issues that have proved challenging to address in practice and to draw out lessons learnt in relation to this. It does not seek to provide readers with a ‘step-by-step’ approach to addressing child sexual exploitation, but instead provides a high-level framework for building a locally informed enhanced response that concurrently addresses prevention, and responses to victimhood and perpetration, and supports the exercise of ‘professional curiosity’ within this. Although the document focuses on child sexual exploitation, many of the principles outlined herein hold relevance for responding to other forms of exploitation, abuse and vulnerability in adolescence and readers are encouraged to consider the interconnectedness of these issues and the transferability of learning between them

Learning about online sexual harm

This research was commissioned by the Independent Inquiry into Child Sexual Abuse (the Inquiry), as part of its investigation into institutional responses to child sexual abuse and exploitation facilitated by the internet. It was a small-scale, mixed-methods study which aimed to explore children’s and young people’s perspectives on: being online; risks of online sexual harm; education received about online sexual harm within state school settings; how such education could be improved; and what else should be done to better protect children and young people from online sexual harm

Understanding Young People's Experiences of Cybersecurity

Young people are increasingly becoming responsible for the security of their devices, yet do not appear to have the knowledge to protect themselves online. In this paper, we explore young people’s knowledge of cybersecurity through a series of workshops with school children, and co-develop cybersecurity lessons aimed at engaging this demographic. We find that technical demonstrations are an effective way of engaging young people’s curiosity in the subject, and that group activities aimed at exploring the subject are preferred methods. We also find that while knowledgeable about cybersecurity theory (e.g. passwords), their actual behaviours did not reflect best practice. We discuss the role of schools in cybersecurity education and how to best embed this content in the curriculum to maximize the engagement of students, including a focus on teaching about cybersecurity protective tools

Research into gang-associated sexual exploitation and sexual violence : interim report

The research has been commissioned by the Office of the Children’s Commissioner for England (OCC) as part of their Inquiry into Child Sexual Exploitation in Gangs and Groups (CSEGG).This report presents the interim findings of a two year study into gang-associated sexual exploitation and violenc

"It's wrong - but you get used to it" : a qualitative study of gang-associated sexual violence towards, and exploitation of, young people in England

A report commissioned by the Office of the Children’s Commissioner’s Inquiry into Child Sexual Exploitation in Gangs and GroupsThe research was commissioned by the Office of the Children’s Commissioner for England as part of its Inquiry into Child Sexual Exploitation in Gangs and Groups. The research aimed to consider: the scale and nature of gang-associated sexual violence and exploitation in six areas of England; the main pathways into gang-related sexual violence and exploitation for young people living in these neighbourhoods; and potential models for an effective multi-agency response to the issue

Benchmarking school nursing practice: the North West Regional Benchmarking Group

It is essential that the quality of care is reviewed regularly through robust processes such as benchmarking to ensure all outcomes and resources are evidence-based so that children and young people’s needs are met effectively. This article provides an example of the use of benchmarking in school nursing practice. Benchmarking has been defined as a process for finding, adapting and applying best practices (Camp, 1994). This concept was first adopted in the 1970s ‘from industry where it was used as a structured approach to quality measurement and improving services’ (Royal College of Nursing (RCN), 2014: 5). The first ‘paediatric clinical benchmarking group was set up in the North West in 1994 in response to the Chief Nursing Officer requiring a quality tool for paediatric practice’ (RCN, 2007: 2). Since this initial benchmarking group being developed the North West has continued to lead the way in benchmarking in other areas of clinical practice such as cardiac surgery, neonatal and neurosurgery. The benefits of benchmarking include (RCN, 2007): reflective practice; sharing of innovative practice; reducing duplication and repetition; promoting a bottom up approach to quality improvement; evidence base for outcomes and resources; providing an avenue for implementing change in practice