The resource has been developed by Learn Sheffield, Sheffield City Council and a range of providers to support schools to meet the needs of vulnerable pupils. It provides information about a range of barriers that children and young people may face.
Each section provides an overview of the barriers, some best practice advice, and links to available resources and local provision.
PLEASE NOTE: The Student Wellbeing Resource was last updated in November 2019. This means that some links will no longer function. In particular, please note that local safeguarding links should now point to the Children Safeguarding Partnership (SCSP) which has replaced the Sheffield Safeguarding Children Board (SSCB).
Introduction
Downloads
Bereavement
Body Image & Self-Esteem
Bullying
Children in Care and Care Leavers
Child Sexual Exploitation
Domestic Abuse
Eating Disorders
Female Genital Mutilation (FGM)
Forced Marriage
Gambling
Gender Equality
Hate Crime & Hate Incidents
Healthy Relationships
Honour Based Abuse
Housing & Supported Accommodation
LGBT+ Young People
Menstruation
Mental Health
Online Safety
Prevent & Radicalisation
Sexual Abuse
Sexual Consent
Sexual Harassment
Sexual Health
Substance Use/Misuse
Young Carers
Youth Crime
Introduction
We are all becoming increasingly aware of the impact of students’
emotional wellbeing on their attendance and attainment at school,
and the growing pressure on staff to provide support to students
facing a range of issues around mental health, relationships and
risky behaviour.
School staff are constantly faced with children and young people’s
wellbeing needs arising from complex family or care environments,
peer relationships and the challenges of their developmental phase
and emerging identity.
Information on topics which may impact on students’ wellbeing
has been compiled by partner organisations with pointers for
best practice and resources that schools can draw on to provide a
whole school approach, targeted or individual support.
This is intended as a complimentary offer to the Healthy Minds
framework which is being rolled out across Sheffield primary and
secondary schools in phases.
Healthy Minds Framework
The Sheffield Healthy Minds Framework focuses on developing a positive mental health culture in schools by providing schools with in-reach
from Children and Adolescent Mental Health Services (CAMHS). The focus of the in-reach is on providing whole school training on mental
health, as well as targeted training for key members of staff such as pastoral teams, the contents of this training is tailored to a school’s
individual needs.
By embedding a whole-school approach to mental health, the framework aims to not only prevent emotional wellbeing and mental health
issues from escalating, but to also make it easier for the most vulnerable children and young people to be supported.
If you are a Healthy Minds school, please work with your CAMHS link person when reviewing the student wellbeing offer and considering
potential commissions. This will help ensure that you get the best service for your school.
Youth Information and Counselling Service (YIACS)
As part of our local transformation plan we have also developed
a YIACS service called Door 43 at Star House through Sheffield
Futures. Door 43 will provide a central hub of co-located
services which young people age 13- 25 can access. The delivery
of the service is through an innovative partnership between
the statutory and voluntary sector, led by Sheffield Futures. The
services on offer include a range of areas including emotional
wellbeing, sexual health, substance misuse, employment
information and independent living support.
Wellbeing Café
Door 43 includes a Wellbeing Café. This café will provide a safe
space for young people who feel like they are at risk of a mental
health crisis to go to, in order to receive support, advice and
guidance. The café will be linked to Door 43 to make it easy for a
young person who presents at the Wellbeing Café to access the
range of services which form part of the YIACS.
Future in Mind Training Offer
Schools can access emotional health and wellbeing workforce
development training by third sector partners from September
2019 to July 2020 including Youth Mental Health First Aid, Flower
125 (emotional wellbeing programme targeting primary school
students), emotional attachment needs, and specialist support for
students with eating disorders, LGBT+ students and students who
self-harm.
The Early Help Offer
The Early Help offer will be a useful resource and is available on the
website:
Early Help offers support to families where there are issues such as
the following
- Children who are missing school
- Children at risk of entering or re-entering children’s social care
- Children and adults with emotional and mental health issues
- Children with behavioural problems
- Families affected by domestic abuse
- Families affected by substance misuse
- Families experiencing poverty, at risk of homelessness or long term unemployment
- Families with needs around parenting
This support is offered: Through advice and self-help guidance via
locality based appointment-led Advice Sessions that offer immediate
advice and guidance on the 4 key areas of the Core Offer, and
signposting for any additional services. Families can also access
themed advice workshops on specific areas. This will also include
Parenting Seminars on a range of topics. School based small group
interventions are available to work with children around low level
emotional health and well being issues. Advice and guidance can be
offered through consultation with Inclusion and Attendance Specialists
around removing barriers to learning.
Through Professional discussion and vulnerable learner reviews,
early years partnership process or a referral to Early Help Gateway
Meetings in localities, we can agree, through multi-agency
discussion, outcome focussed interventions for children, young
people and families.
Through an assessment-led professional referral to Early
Help screening where a holistic picture and action plan will be
created and supported, through the delivery of solution focused
intervention by a key worker.
Students may also find the CAMHS resource for peer support Epic
Friends useful: www.epicfriends.co.uk.
Epic Friends offers advice on various issues such as depression,
bullying, family problems, self-harm, eating disorders and anxiety,
and gives guidance on when to seek help and support.
There are many other areas that we could have included in the
Student Wellbeing offer, but we had to draw a line to get the
information out to schools. We welcome your feedback on the
contents and will respond with updates including new subjects if
there is a demand.
The mental health section could be broken down into several pages
on self-harm, risk of suicide, ADHD, ASD etc, which are referred to
but not in detail. We also considered the importance of sleep and
nutrition, which the school nurse and MAST can help with.
Some local organisations offer training and workforce development
as well as support for children and young people. Resources for
PSHE on these subjects are available on-line: https://www.pshe-association.org.uk.
There is useful information, advice and resources for schools on the Safeguarding Sheffield Children website.
Quality Standards
All the organisations included in the resources section have signed
up to the following quality standards. Learn Sheffield and Sheffield
City Council are not responsible for the content of the resources /
programmes provided, but would be pleased to receive feedback
and will review the offer annually. Data provided is taken from
trusted sources and will be updated annually, but we cannot accept
responsibility for its accuracy.
Providers will...
- Work in accordance with Sheffield Safeguarding Children
Board procedures and children and young people’s suicide
prevention pathway: http://sheffieldscb.proceduresonline.com/chapters/contents.html
- Work in partnership with the Local Authority and engage in
relevant local partnership working bodies.
- Discuss emerging issues for the client groups with local
authority commissioners and other appropriate partners.
- Share data for the purposes of local needs assessments
with local authority commissioners and other appropriate
partners.
- Promote locally agreed multi agency pathways and risk
assessment tools.
Feedback
We hope you find these resources useful and would welcome
feedback to: enquiries@learnsheffield.co.uk.
Bereavement
Overview
Most young people will have been bereaved of someone close to them
(a parent, sibling, grandparent, friend, teacher) by the time they are
16. Many will cope well with their loss, but all will need the support
of those around them. Depending on many factors including who
has died, how they died, what their relationship with the person who
has died was like, as well as how their family show emotions and
communicate about the death, young people will have very different
reactions to the death of someone they knew.
Other factors that can contribute are how supportive people around
them are, and if they have the capacity to understand what has
happened. Children tend to move through many emotions and
reactions very quickly; it is sometimes described as ‘puddle jumping’ (while adults may wade through rivers of grief or become stuck in
oceans of distress). It is natural for them to be extremely upset at
one minute and then wanting to know what is for tea; it does not
mean they are not distressed by what has happened.
Bereavement is common but can be hugely life changing and
extremely distressing. It’s important that everyone around the
young person who is grieving is supportive and understanding.
This means potentially telling others (e.g. teachers and the young
person’s friends) about the young person’s situation so they can
be sensitive to their needs and offer support if needed.
Key Facts
- Up to 70% schools have a bereaved pupil on roll at any
one time.
- 1 in 29 young people are dealing with the death of a
parent or sibling.
- One in sixteen 5 to 16-year-olds had experienced the
death of a friend
- 5 -16 year-olds who have experienced bereavement are
approximately one and-a-half times more likely than other
children to be diagnosed with ‘any’ mental disorder (2005)
- Bereavement by suicide increases the risk of the young
person considering and attempting suicide
Resources
http://www.childhoodbereavementnetwork.org.uk/ a website
designed especially for bereavement in children. Has resources
for schools, for the young person and for parents/carers.
http://hopeagain.org.uk/ a website for young people to use.
http://childbereavementuk.org/young-people/ a website for
child bereavement that has resources for schools, young people
and parents/carers.
www.winstonswish.org.uk charity for bereaved children,
specialist provider of support for children bereaved through
homicide and suicide freephone national helpline 08088 020 021.
Best Practice
- Children and young people will have different
understandings about death according to their age and
developmental stage, all children will be affected in some
way by a bereavement in the family. Not speaking about it,
seeking to ‘protect’ children by not involving them can mean
that their imaginings and the sense they make of it can be
harmful.
- A bereaved young person may appear to be grieving like an
adult but they are not an adult and should be treated as a
young person.
- The bereaved young person shouldn’t be burdened with
tasks that a responsible adult can undertake. Being asked to
‘look after’ a surviving parent etc. isn’t helpful.
- Grieving young people may prefer to speak with their friends
or people outside of the immediate family about the death,
this should be supported. Some young people feel isolated
or ‘different’ from their friends, a support group may help, or
a supportive mentor in school.
- Due to the developmental changes a young person will be
undergoing, the emotions related to the death of someone
close may be very intense. They may need support to
express how they are feeling and the emotions they are
encountering. Offer useful ways to express these feelings, so
that they don’t harm themselves or others. They may need a
‘time out’ space, a supportive mentor in School.
- If a young person is self-medicating or self -harming, very
withdrawn or engaging in serious risk taking behaviour as a
response to their grief, professional help/advice should be
sought.
- A young person will be very vulnerable after bereavement
and need someone to talk to about how they are feeling, so
that any potentially harmful relationships or situations can be
identified and dealt with appropriately. Safe Boundaries are
vital to young people at this time.
- Grief is a normal and ultimately helpful response to loss, but
complicated grief is harmful and the young person will need
support.
- Suicide may create feelings of guilt or anger wondering if they
or someone else is responsible, they may feel abandoned,
the emotional cost to the family will impact on the young
person and they may feel burdened. The child or young
person may experience post -traumatic stress symptoms
either from witnessing or imagining the death, professional
support will be needed.
- After suicide it is best if children are told and their questions
answered honestly but in a helpful way. If family members
can’t do this a trusted adult may be able to help.
Local Offers and Providers
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
CRUSE |
What they Offer |
All age bereavement counselling. |
Cost |
Free |
Contact Details |
10 Carver St, Sheffield S1 4FS
0114 249 3328
sheffield@cruse.org.uk |
Provider |
Samaritans |
What they Offer |
DEAL (Developing Emotional Awareness and Listening) is a free resource for
teachers and other educational professionals designed to help develop resilience
in young people. Lesson plans, activities, hand-outs, audio-visual resources,
teachers’ notes and staff training materials can all be accessed and downloaded at
any time from Samaritans website.
Postvention support- practical support following bereavement by suicide. |
Cost |
Free |
Contact Details |
272 Queens Road, Sheffield S2
4DL
www.samaritans.org/deal |
Provider |
Education
Psychology
Service |
What they Offer |
Sheffield EPS has a range of useful material some of which is used to support staff
and young people following a suicide. Often a useful first step after first contact
with the school is to share these resources with the Head Teacher. EPs might then
typically visit the school and work with the senior leadership team to listen to their
concerns and offer advice in relation to practical matters such as telling the school
community and supporting the staff and young people. |
Cost |
Free |
Contact Details |
Each school will have the details
for contacting the EPS in their own Critical Incident Procedures. |
Provider |
Golddigger Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the school environment, and extra-curricular activities within the community, for young people aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions and online support.
|
Cost |
Cost varies based on service and available charitable funding, contact for most up to date costings.
Community based services are free, accessed by community referral (MAST, CAMHS, Self-referral etc). There is no charge to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People, 10 Psalter Lane, Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Body Image & Self-Esteem
Overview
Body image describes our beliefs on how our body looks and how
we think it is perceived by others. This includes our thoughts and
feelings about our height, weight, shape, skin, colour, and our general
appearance or attractiveness. Self-esteem is how we feel about
ourselves and the belief and value we place on ourselves; it is our
self-worth. The effects of body image on self-esteem are especially
prevalent during the teenage years and both are areas of increasing
concern for children, young people, parents and teachers.
Our culture is infused with messages linking individual worth with
physical appearance and the advent of social media has carried these
messages into young people’s bedrooms. Young people report feeling
increasingly overwhelmed by sexualised and unrealistic images of
beauty. For those who exaggerate perceived flaws and use excessive
negative self-talk, body image becomes a source of depression, anxiety
and a loss of self-esteem. In addition to this, low self-esteem and body
image are intrinsically connected to the development and persistence
of eating disorders, other mental health problems and risk taking
behaviours.
The number of children and young people with an eating disorder is
on the rise. However, it is clinically proven that those suffering can
recover faster when they are treated locally and as soon as possible.
By prioritising our focus on doing this we can take a crucial role in
reducing the amount of young people who end up needing more
specialised in-patient care.
Key Facts
- 2/3 of adults suffer from negative body image.
- Over ½ of girls and ¼ of boys think their peers have body image problems.
- 42% of girls and young women feel that the most negative part about being a female is the pressure to look attractive.
- 1/3 of men would sacrifice a year of their life to achieve their ideal body.
- Girls as young as five years old are worried about the way they look and their size.
In their 2004 article, Mann et al investigated the relationship
between self-esteem and mental health promotion, arguing
that “high self-esteem can lead to a better health and social
behaviour, and that poor self-esteem is associated with a
broad range of mental disorders and social problems both
internalising problems, for example depression, suicidal
tendencies , eating disorders and anxiety” (2004, p357).
Other academics have drawn similar conclusions “the
significant influence of self-esteem on body image has led to
programmes in which the promotion of self-esteem is used
as a main preventive tool in eating disorders” (St Jeor, 1993,
Vickers, Scarano et al, 1994) (Mann et al, 2004, 362).
Best Practice
All staff to be aware of the signs and symptoms of poor body
image, self-esteem and eating disorders and feel confident about
what to do if they are concerned about a young person.
- Students with low body image and self-esteem or disordered eating can spot the signs in themselves or their friends and will present themselves to a member of staff with whom they feel comfortable.
- All staff should be aware of the school’s process of sharing information about their concerns in order to ensure proper confidentially and privacy, and to prevent the young person having to explain themselves several times.
- The school to consider developing an eating disorder policy to formally undertake preventative and early intervention strategies for Eating Disorders.
- Staff to set a good example of body positivity and healthy eating behaviours in their own practice.
Resources
South Yorkshire Eating Disorders Association is a charity that is based in Sheffield. Their website contains details of services, recovery stories and information on how to self-refer at www.syeda.org.uk.
Beat is a national eating disorder charity with a helpline and youthline www.b-eat.co.uk.
Epic Friends is a site managed by CAMHS to help young people to support their friends through a variety of mental health problems https://epicfriends.co.uk/.
The PHSE Association website contains lots of resources for addressing the topics of body image and self-esteem www.pshe-association.org.uk/curriculum-and-resources/.
References
Michal (Michelle) Mann, Clemens M. H. Hosman, Herman P. Schaalma, Nanne K. de
Vries; Self-esteem in a broad-spectrum approach for mental health promotion. Health
Educ Res 2004; 19 (4): 357-372. doi: 10.1093/her/cyg041
St Jeor, S. T. (1993), The role of weight management in the health of women. Journel of
the American Dietetric Association, 93.9:1007-1012
Vickers, M. J. (1993), Understanding Obesity in Women. Journal of Obstetric,
Gynecologic, & Neonatal Nursing, 22: 17–23. doi:10.1111/j.1552-6909.1993.tb01778.x
Scarano, G. M. and Kalodner-Martin, C. R. (1994), A Description of the Continuum of
Eating Disorders: Implications for Intervention and Research. Journal of Counseling &
Development, 72: 356–361. doi:10.1002/j.1556-6676.1994.tb00949.x
Local Offers and Providers
Provider |
South Yorkshire Eating Disorders Association (SYEDA). |
What they Offer |
We offer a range of talking therapies, occupational therapy, complimentary
therapy and support groups to anyone 14 and over who is suffering with an
eating disorder or whose relationship with body image and food dominates
their life.
We also offer one-to-one therapy, support groups and courses to friends and
family members of those directly affected.
We also deliver a bespoke education and training offer to young people and
the professionals who work with them, from GPs and nurses to teachers and
third sector organisations. |
Cost |
Our Education and Training is a
free service.
We are currently funded until
March 2018 and will seek to secure
further funding to continue our
service after this.
Minimal charges may apply for our
services. |
Contact Details |
Please contact our
Education and Training
Manager Christie Rossiter.
christier@syeda.org.uk
(0114) 272 8822 |
Provider |
Chilypep |
What they Offer |
Girls self-esteem course – Group work for girls to develop self-esteem,
awareness and understanding around issues that affect girls and young
women. 12 girls per programme. |
Cost |
£3500 per programme but
some funded capacity available
– please enquire (includes
ASDAN accreditation |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
Chilypep |
What they Offer |
BRV Programme 10-week boys group programme. Boys participating will
develop improved emotional literacy and a positive sense of self which is not
governed by their life experiences be more able to identify inappropriate
and harmful behaviours for themselves and others and be able to develop
self-help and help seeking strategies to protect themselves and others from
further harm and improve education and social outcomes. 12 boys per
programme. |
Cost |
£3500 per programme
(includes ASDAN accreditation) |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing
projects, both within the school environment, and extra-curricular activities
within the community, for young people aged 11-19.
Services include:
‘I’m The Girl I Want To Be’ and ‘Made Of More’ Self-esteem and healthy
relationships courses (single gender groups of 8-12 students). Creative
course exploring issues of esteem, identity, healthy sex and relationships and
aspirations for the future, over 8 weeks (1.45-2hr session per week).
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students
addressing specific needs identified. Minimum 6 sessions (usual course
approx. 8-14 sessions).
‘SISU’ Controlling Emotions Course – 5 week course for up to 6 students,
creatively exploring issues around self-harming behaviours, anxiety and/or
depression. Sisu takes an innovative, CBT based approach, and can also be
delivered 1:1.
Students accessing Golddigger Trust services via school can also access
additional free services outside of school hours, including drop in youth clubs,
sexual health clinic, sports and music sessions and online support. |
Cost |
Cost varies based on service and
available charitable funding, contact
for most up to date costings.
Community based services are free,
accessed by community referral
(MAST, CAMHS, Self-referral etc).
There is no charge to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For
Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Bullying
Overview
Bullying can take many forms but it usually includes the following types
of behaviour:
- Physical: Hitting, kicking, pinching, punching, scratching, spitting
or any other form of physical attack.
- Verbal: This is the most common form of bullying. It includes
name-calling; insulting; remarks which can also be prejudice
related for example racist, sexist, homophobic, bi phobic,
transphobic or disability related; jokes; teasing; using sexually
suggestive or abusive language.
- Indirect: Spreading nasty stories about someone; exclusion from
social groups and being made the subject of malicious rumours.
- Cyber: Any type of bullying that is carried out by an electronic
medium, for example : text message; picture/video clip; phone;
e-mail; chat-room , Instant Messaging (IM), Social Networking sites
and bullying via websites.
Bullying can last for a short period or go on for years and is an abuse
of power by those who carry it out. It is sometimes premeditated,
sometimes opportunistic, sometimes occurs randomly and sometimes
serially.
Bullying relies on bystander (observers, onlookers, watchers)
doing nothing to stop the bullying or becoming actively involved in
supporting it.
Bullying can happen to anyone.
The Anti-Bullying Alliance includes the following principles
in its definition of bullying:
- Bullying behaviour deliberately causes hurt (either
physically or emotionally).
- Bullying behaviour is repetitive (though one-off
incidents such as the posting of an image, or the
sending of a text that is then forwarded to a group,
can quickly become repetitive and spiral into bullying
behaviour).
- Bullying behaviour involves an imbalance of power
(the person on the receiving end feels like they can’t
defend themselves).
Bullying is not:
- Teasing and banter between friends without
intention to cause hurt (although bullying can be
misrepresented as banter).
- Falling out between friends after a quarrel or
disagreement.
- Behaviour that all parties have consented to and
enjoy (note coercion can be very subtle).
Bullying can last for a short period or go on for years and is
an abuse of power by those who carry it out. It is sometimes
premeditated, sometimes opportunistic, sometimes occurs
randomly and sometimes serially.
Bullying relies on bystander (observers, onlookers, watchers)
doing nothing to stop the bullying or becoming actively involved
in supporting it.
Specific types of bullying include:
- Homophobic, biphobic and transphobic bullying because
of someone’s sexual orientation or sexual identity
- Racist bullying because of someone’s skin colour
- Religious bullying because of someone’s belief or faith
(including having no belief)
- Sizeist bullying because of someone’s body size
- Sexist bullying because of a person being of the opposite
sex
- Appearance related bullying because of appearance
- Cyberbullying targeting people online, often anonymously
- SEN/Disability bullying because of a disability or learning
difficulties
Bullying can make young people feel isolated and worthless,
lonely, anxious, angry and lacking confidence. Signs of bullying
include:
- Truanting/absenteeism
- Becoming withdrawn
- Tearfulness
- Distress
- Loss of appetite
- Avoiding people/situations
- Self harm
- Anxiety
- Depression
- Taking drugs or drinking
alcohol
- Thoughts of suicide
- Decreased performance
in school work for
unexplained reasons
- Refusing to say what’s
wrong
Key Facts
- There were over 25,700 Childline counselling sessions with children
about bullying last year. Source: NSPCC (2016)
- More than 16,000 young people are absent from school due to
bullying Source: Brown, V., Clery, E. and Ferguson, C. (2011)
- There were over 11,000 counselling sessions with young people
who talked to Childline about online issues last year Source: NSPCC
(2016)
Key findings from the UK Annual Bullying Survey 2016 by anti bullying
charity Ditch the Label include:
- 1.5 million young people (50%) have been bullied within the past
year.
- 145,800 (19%) of these were bullied EVERY DAY.
- People who have been bullied are almost twice as likely to bully
others
- 57% of female respondents have been bullied, 44% of male
respondents and 59% of respondents who identified as trans
have been bullied.
- 24% of those who have been bullied go on to bully.
- Twice as many boys as girls bully (66% of males vs. 31% females).
- 44% of young people who have been bullied experience
depression.
- 41% of young people who have been bullied experience social
anxiety.
- 33% of those being bullied have suicidal thoughts
Source: Ditch the Label 2016
Best Practice Resources
The Department of Education has produced guidance on
preventing and tackling bullying.
Government produced good practice case studies on
managing behaviour and bullying.
Stonewall have produced toolkits for preventing and
tackling homophobic, biphobic and transphobic bullying in
primary schools
and secondary schools.
The Anti Bullying Alliance has produced a Tools and
Information section about all things bullying.
Resources
http://www.barnardos.org.uk/what_we_do/our_work/lgbtq/professionals/hbt-bullying.htm
https://www.childline.org.uk/info-advice/bullyingabuse-safety/
https://www.nspcc.org.uk/preventing-abuse/childabuse-and-neglect/bullying-and-cyberbullying/what-isbullying-cyberbullying
https://www.ditchthelabel.org/
The Legal Dimension
The Equality Act 2010
The Public Sector Equality Duty under the Equality Act 2010
requires all schools in England to eliminate discrimination;
promote equality of opportunity and foster good relations, this
means schools need to tackle and prevent bullying.
Education and Inspections Act 2006
Schools have a duty to promote the safety and well-being of
all children and young people in their care which means clear
responsibilities in responding to bullying.
Human Rights Act 1998
Schools could be challenged under the Human Rights Act
1998, if they allow the rights of children and young people that
they work with to be breached through failing to take bullying
seriously.
Safeguarding children and young people
Under the Children Act 1989 a bullying incident should be
addressed as a safeguarding concern when there is ‘reasonable
cause to suspect that a child is suffering, or is likely to suffer,
significant harm’.
Criminal law
Although bullying in itself is not a specific criminal offence in
the UK, some types of harassing, threatening behaviour or
communications could be a criminal offence.
Bullying outside school premises
The Education and Inspections Act 2006 gives Headteachers the
power to regulate pupils’ conduct when they are not on school
premises and are not under the lawful control or charge of a
member of school staff. This can relate to any bullying incidents
occurring anywhere off the school premises, such as on school
or public transport, outside the local shops, or in a town or village
centre.
Ofsted
Ofsted inspections explore how schools prevent and tackle
bullying, and will explore how the school meets its statutory duty
to prevent all forms of prejudice based bullying and language.
References
Brown, Victoria, Elizabeth Clery, and Christopher Ferguson. “Estimating the
prevalence of young people absent from school due to bullying.” Nat Centre Soc Res 1
(2011): 1-61.
Local Offers and Providers
Provider |
SAYit |
What they Offer |
Whole day of workshops to classes.
2.5 hour staff training in LGBT+ awareness and staff/management
support in work with pupils and teachers, support in developing
LGBT friendly and HIV friendly policies and procedures.
Presentations for assemblies.
1-1 work-blocks of six sessions. |
Cost |
Some provision is funded
please contact info@sayit.org.
uk to find out more. |
Contact Details |
info@sayit.org.uk
0114 241 2728
www.sayit.org.uk |
Provider |
CRESST |
What they Offer |
CRESST run programmes of conflict resolution education which
teach people to understand conflict, how it arises and the ways it
can be managed without violence.
CRESST can also support by training young people to become
Peer Mediators within their schools and communities. |
Cost |
Costs for primary schools
around £1,200, subsidised by
CRESST.
For secondary schools, contact
office for details of bursaries. |
Contact Details |
0114 241 2745
admin@cresst.org.uk
www.cresst.org.uk |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
DECSY |
What they Offer |
Training, resources and curriculum development projects relating
to cultural diversity, racism, gender equality, philosophy for
children. |
Cost |
Full day training: £600
Half day / twilight: £400 |
Contact Details |
0114 2412750
helen.griffin@decsy.org.uk
www.decsy.org.uk |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety
of wellbeing projects, both within the school environment, and
extra-curricular activities within the community, for young people
aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring
for students addressing specific needs identified. Minimum 6
sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also
access additional free services outside of school hours, including
drop in youth clubs, sexual health clinic, sports and music
sessions and online support. |
Cost |
Cost varies based on service
and available charitable
funding, contact for most up to
date costings.
Community based services are
free, accessed by community
referral (MAST, CAMHS, Selfreferral
etc). There is no charge
to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Children in Care and Care Leavers
Overview
As a whole city council Sheffield has corporate parenting responsibility
for children in care and care leavers. This includes elected members
and council officers in education, housing, health and social care being
responsible for the wellbeing of children in care, children who are care
experienced and children who are care leavers and understanding
the complex needs and experiences for these children and young
people. Children in care and care leavers have difference experiences
but all have in common the loss of their birth family. This can lead to
complex issues regarding loss and trauma and can result with multiple
vulnerabilities for them to manage. Around 60% of children in care
have emotional and mental health problems and a high proportion
experience poor educational, health and social outcomes after leaving
care.
Interventions for children in care and care leavers that focus on
increasing the ability to have meaningful relationships, attachment
figures and a sense of belonging will reduce risks. The NICE/SCIE
guidance (2010) and the quality standard for the health and wellbeing
of looked-after children (2013) emphasise the need for warm
and nurturing care in order to achieve long-term physical, mental and
emotional well-being.
Stable education built on high aspirations is also essential to
promoting the quality of life for Children in care and care leavers
whose transition to adulthood can often be traumatic. Without
access to services to support this transition young people can end up
unemployed, homeless or in custody, experiencing a downward spiral
of rejection.
A disproportionate number of children in care and care leavers are
from black and minority ethnic backgrounds and have particular
needs. There are also other groups of Children in care and care
leavers, such as unaccompanied asylum seekers or those who are
LGBT+, who have particular needs. Services should be sufficiently
diverse and sensitive to meet the needs of these groups.
Staff should have training and support to identify and respond to
needs and risks for children in care and care leavers and services
should be available to children in and leaving the care system with
key priorities:
- Commissioning of services up to the age of 25 that support
young people’s transition leaving care.
- Providing access to a range of health and practical support for
independent living.
- Developing opportunities for care leavers to engage in
education, training and employment.
Key Facts
One-third of children and young people in contact with the
criminal justice system have been looked after (‘Children
looked after in England, including adoption’ National
Institute for Health and Care Excellence (NICE) 2014).
Best Practice
NICE Guidance states that health and social care services include dedicated
services to promote the mental health and emotional well-being of lookedafter
children and young people, and to support young people in the
transition to independence. Services should be designed to help children
and young people with particular needs, including those from black and
minority ethnic backgrounds, unaccompanied asylum seekers and those
with disabilities.
The NICE pathway contains recommendations about providing flexible and
accessible mental health services and support for looked-after children
and young people (including those from BAME groups and unaccompanied
children and young people who may be seeking asylum).
Resources
This guideline covers how organisations, professionals
and carers can work together to deliver high quality care,
stable placements and nurturing relationships.
This quality standard covers the health and wellbeing of
looked-after children and young people (from birth to 18
years) and care leavers.
This is NICE and SCIE’s formal guidance on improving the
physical and emotional health and wellbeing of lookedafter
children and young people.
Local Offers and Providers
Provider |
Chilypep |
What they Offer |
Happy Group – A group for separated and unaccompanied asylum-seeking children
and young people aged 11-25 to come together, meet other young people, explore
language and culture, take part in creative activities, such as cooking, crafting and art
and have fun! The group meet every Tuesdays 5-7pm in a City Centre location and is
part of the RUBIC (Respect & Understanding; Building Inclusive Communities) project. |
Cost |
Free |
Contact Details |
Ellie.munday@chilypep.org.uk
0114 234 8846
|
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
Sheffield Virtual
School |
What they Offer |
Every Child Looked After (from 2years to 18 years of age) will have a member of
the Virtual school (VS) allocated to them, who will be responsible for ensuring
the high attainment engagement and participation in education, employment or
training. The VS advocate will work with education settings, social workers and carer
providers to ensure the Child in Care has a Personal Education Plan (PEP) which is
reviewed termly (3 times a year) and ensure that the Pupil Premium (PP+) funding
for Children in Care is used appropriately and effectively, to raise educational
standards and aspirations. The Virtual School will quality assure PEP’s to ensure
that they are of high quality and meet the needs of individual.
The VS provides support and training to Designated Teachers, Social workers,
and carers to empower and enable them to effectively undertake their roles as
education champions for Children in Care.
The Virtual school will work with other professionals to ensure that barriers to
learning and engagement are eliminated.
The Virtual School also commissions specific projects and initiatives which will
raise educational engagement, attainment and progress. For further details please
contact the Virtual School.
This is a universal offer which is free to all Children in Care. |
Cost |
Free |
Contact Details |
Contact Sheffield
Virtual school on 0114
273 5584 |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety
of wellbeing projects, both within the school environment, and
extra-curricular activities within the community, for young people
aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring
for students addressing specific needs identified. Minimum 6
sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also
access additional free services outside of school hours, including
drop in youth clubs, sexual health clinic, sports and music
sessions and online support. |
Cost |
Cost varies based on service
and available charitable
funding, contact for most up to
date costings.
Community based services are
free, accessed by community
referral (MAST, CAMHS, Selfreferral
etc). There is no charge
to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Child Sexual Exploitation
Overview
Child Sexual Exploitation (CSE) is a form of Child Sexual Abuse (CSA),
which is characterised by the young person, or the abuser receiving
some form of payment or gain for sexual activity with someone under
18. Some high profile cases have been reported in recent years, but
CSE is not a new phenomenon and is not concentrated in certain
communities or areas. All young people by the nature of adolescence
are vulnerable to CSE but some are more vulnerable than others. Like
CSA, CSE can involve contact and non-contact abuse, it is never the
young person’s fault and early detection and intervention is key.
Definition (DoE Guidance 2017)
Child sexual exploitation is a form of child sexual abuse. It
occurs where an individual or group takes advantage of an
imbalance of power to coerce, manipulate or deceive a child or
young person under the age of 18 into sexual activity
(a) in exchange for something the victim needs or wants, and/or
(b) for the financial advantage or increased status of the
perpetrator or facilitator.
The victim may have been sexually exploited even if the sexual
activity appears consensual.
Child sexual exploitation does not always involve physical contact; it
can also occur through the use of technology.
Key Facts
Like all forms of child sexual abuse, child sexual exploitation:
- can affect any child or young person (male or female) under the
age of 18 years, including 16 and 17 year olds who can legally
consent to have sex.
- can still be abuse even if the sexual activity appears consensual.
- can include both contact (penetrative and non-penetrative acts)
and non-contact sexual activity.
- can take place in person or via technology, or a combination of
both.
- can involve force and/or enticement-based methods of
compliance and may, or may not, be accompanied by violence or
threats of violence.
- may occur without the child or young person’s immediate
knowledge (through others copying videos or images they have
created and posting on social media, for example).
- can be perpetrated by individuals or groups, males or females,
and children or adults.
- can be a one-off occurrence or a series of incidents over time,
and range from opportunistic to complex organised abuse.
- is typified by some form of power imbalance in favour of those
perpetrating the abuse.
- whilst age may be the most obvious, this power imbalance can
also be due to a range of other factors including gender, sexual
identity, cognitive ability, physical strength, status and
access to economic or other resources.
Context
- CSE is a complex form of abuse and can be difficult to identify.
- Relies on “professional curiosity” to identity.
- Can be mistaken for normal adolescent behaviours.
- Even when a young person can legally consent to sexual activity,
consent is only valid when they have a choice and have the freedom
and capacity to make that choice.
- If a child feels that they have no other meaningful choice, are under the
influence of harmful substances or fearful of what might happen if they
don’t comply consent cannot legally be given no matter what the age of
the child.
- CSE is part of a wider continuum of exploitation, violence and abuse.
- Child sexual exploitation is not a catch all category for all forms of
sexual harm in adolescence.
- Should be viewed within the wider continuum of sexual abuse and
issues such as trafficking, modern slavery, domestic abuse and other
gendered violence and going missing.
- The necessary focus of child sexual exploitation should not overshadow
a focus on other manifestations of abuse.
Vulnerabilities
- Having a prior experience of neglect, physical or sexual abuse.
- Lack of a safe/stable home environment, now or in the past
(e.g. domestic violence, parental substance misuse, mental
health issues, family criminality).
- Recent bereavement or loss.
- Social isolation or social difficulties.
- Absence of a safe environment to explore sexuality.
- Economic vulnerability.
- Homelessness or insecure accommodation status.
- Connections with other sexually exploited people.
- Family members or other connections involved in sex work.
- Having a physical or learning disability.
- Being in care (particularly those in residential care and those
with interrupted care histories).
- Sexual Identity.
Good Practice
If you are concerned about a child or young person you work with, call the
Safeguarding Hub on 0114 273 4855 for assessment and referral onto
support services. If the young person is at risk of immediate harm call 999.
Indicators
- Acquisition of money, clothes, mobile phone etc. without plausible
explanation.
- Gang-association and/or isolation from peers/ social networks.
- Exclusion or unexplained absences from school, college or work.
- Leaving home/care without explanation and persistently going
missing or retuning late.
- Excessive receipt of texts/phone calls.
- Returning home under the influence of drugs/alcohol.
- Inappropriate sexualised behaviour for age/ sexually transmitted
infections.
- Evidence of/suspicions of physical or sexual assault.
- Relationships with controlling or significantly older individuals or
groups.
- Multiple callers (unknown adults or peers).
- Frequenting areas known for sex work.
- Concerning use of internet or other social media.
- Increased secretiveness around behaviours.
- Self-harm or significant changes in emotional well-being.
Resources
Sheffield Safeguarding Children Board procedures
NSPCC ‘Preventing child sexual abuse’ guidelines
NHS guidelines
National Working Group for CSE
Consent video for young children
“I thought I was the only one. The only one in the world”:
Interim report
Barnardos info on the subject
Local Offers and Providers
Provider |
Sheffield
Sexual
Exploitation
Service |
What they Offer |
Our service supports young people who are at risk of, or have been, sexually exploited. Young
people receive one-to-one support from either our service, or from specially trained staff within the
three community youth teams. Support workers focus on raising young people’s awareness of risky
situations, whilst bolstering their self-esteem to support them to make informed choices about their
lives. We offer professionals support and training in partnership with the Sheffield Safeguarding
Children Board. Single or multi-agency training sessions are available on request.
The service also offers education and awareness raising sessions via schools and other settings to
groups of young people to try and prevent them from becoming involved in sexual exploitation. |
Cost |
Free |
Contact Details |
0114 201 8645
www.sheffieldfutures.org.uk |
Provider |
Chilypep |
What they Offer |
Girls self-esteem course – Group work for girls to develop self-esteem,
awareness and understanding around issues that affect girls and young
women. 12 girls per programme. |
Cost |
£3500 per programme but
some funded capacity available
– please enquire (includes
ASDAN accreditation |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
Chilypep |
What they Offer |
BRV Programme 10-week boys group programme. Boys participating will
develop improved emotional literacy and a positive sense of self which is not
governed by their life experiences be more able to identify inappropriate
and harmful behaviours for themselves and others and be able to develop
self-help and help seeking strategies to protect themselves and others from
further harm and improve education and social outcomes. 12 boys per
programme. |
Cost |
£3500 per programme
(includes ASDAN accreditation) |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
YWHP Sexual
Abuse Support
Service (Young
Women’s Housing
Project) |
What they Offer |
Our “Protect Yourself” initiative includes group-work programmes and/or one to one sessions
for girls and young women. Mixed gender sessions available.
- “Escape the Trap” Teenage Relationship Abuse Programme. 8 sessions (ASDAN
accredited)
- “Friend or Foe” Relationships & Risk (CSE). 6 sessions
- ISVA: Independent Sexual Violence Advisor awareness raising workshop
|
Cost |
FREE Donation
welcome |
Contact Details |
0114 268 0580
ywhp@ywhp.org.uk |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the
school environment, and extra-curricular activities within the community, for young people aged 11-
19.
Services include:
‘Choose Your Own Adventure’ – an interactive 1hr lesson for Y9-13 (up to 30 students per lesson),
addressing topics of CSE, E-safety, Domestic Abuse and risky relationships. Students journey through
a life-sized board game, exploring risks and choices.
‘I’m The Girl I Want To Be’ and ‘Made Of More’ Self-esteem and healthy relationships courses
(single gender groups of 8-12 students). Creative course exploring issues of esteem, identity, healthy
sex and relationships and aspirations for the future, over 8 weeks (1.45-2hr session per week).
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs
identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services
outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions
and online support. |
Cost |
Cost varies based
on service and
available charitable
funding, contact
for most up to
date costings.
Community based
services are
free, accessed
by community
referral (MAST,
CAMHS, Selfreferral
etc). There
is no charge to
young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Domestic Abuse
Overview
The UK government’s definition of domestic abuse is ‘any incident or
pattern of incidents of controlling, coercive, threatening behaviour,
violence or abuse between those aged 16 or over who are, or
have been, intimate partners or family members regardless of
gender or sexuality. The abuse can encompass, but is not limited to
psychological, physical, sexual, financial, and emotional.’ Domestic
abuse is hardly ever a one off incident – it is a range of behaviours
that may or may not lead to physical injury but is often characterized
by coercive control – a crime since December 2015, which more
resembles kidnapping than assault and is about preventing someone
from having the freedom to do what they want to do, about isolation,
intimidation and humiliation. The definition of domestic abuse also
includes so called ‘honour’ based violence, female genital mutilation
(FGM) and forced marriage, and is clear that victims are not confined
to one gender or ethnic group.
Witnessing domestic abuse of a parent or carer is traumatising for
children and young people. It can cause serious harm to their mental
wellbeing and is very long lasting. There are many ways that children
and young people may experience domestic abuse, these include,
seeing the abuse; hearing the abuse from another room, seeing
parents’ injuries and distress after the incident and being injured
themselves by being nearby or trying to stop the abuse.
As domestic abuse mainly happens in the home it is difficult to tell if
it is happening. Children who witness domestic abuse may become
aggressive, withdrawn, display anti-social behaviours, suffer from
depression or anxiety and not do well at school. If you think a child is
living with domestic abuse consider a referral to safeguarding.
Key Facts
- An estimated 17,292 children have a female parent who is a
victim of domestic abuse in Sheffield5.
- Around 1 in 5 children have been exposed to domestic abuse6.
- A third of children witnessing domestic abuse also experienced
another form of abuse7.
- In 50% of cases domestic abuse continues even after the
parents have separated8.
- 1 in 5 teenagers have been physically abused by their
boyfriends or girlfriends9.
- In a 2009 NSPCC survey, one quarter of girls aged 13-17
reported experiencing intimate partner violence; one in nine
female respondents had experienced severe physical violence;
and almost three quarters of girls had experienced emotional
abuse10.
Young People - abuse within teen relationships
It is important to remember that young people can also experience
domestic abuse in their own relationships. In fact both young women
and young men (aged 16-19) are more likely to experience domestic
abuse than adults2. Young adolescents are just as likely to experience
abuse as older teenagers are. Research by Bristol University and the
NSPCC showed that 27% of teenage girls aged 13-17 had experienced
sexual violence in their relationships. Based on Sheffield population
figures and applying national prevalence data, there could be around
3,500 young people (of which 2,300 of these are female) living in
Sheffield who have been a victim of domestic abuse in the last 12
months.
YWAVE research in to Young People’s Domestic Abuse Services in
Sheffield3 provides further insight into young people’s awareness of
domestic abuse:
- 5% of those surveyed did not know what a healthy relationship was.
- 17% would not be able to spot the signs of an unhealthy
relationship
- Less than half (41.5%) would not know how to find information
about healthy relationships.
- 4% did not know what the term domestic abuse meant.
- 44% said they would not know where to get help if they or someone
else they knew was experiencing domestic abuse.
- One in five of the questionnaire respondents had experienced
domestic abuse in their family life, their own relationship or both.
In 2017 questions about controlling behaviour were included in the
Every Child Matters survey4 for the first time for year 10s. The findings
were that boys and girls were equally likely to understand they
were in a controlling relationship but the level of the control, how
much the young person likes the person who is being controlling
and individual confidence levels are all factors as to whether the
situation is considered to be OK and whether action would be
taken by the young person to act to change or end the relationship.
Whilst the statistical differences between gender responses are
only marginal, it appears boys are slightly more likely to consider
controlling behaviour is OK if they really like the person but more
likely to act than their female counterparts, whilst the opposite
applied to females; they were more likely to think the controlling
behaviour was wrong but have less confidence and are therefore
less likely to act to change the situation.
Resources
Sheffield Safeguarding Children Board procedures re. domestic abuse
NSPCC
Women’s Aid Federation England
The Hideout is a page created to help young people and
children understand domestic abuse. It includes short cartoons, other
children’s stories and how to get help if they need it.
Disrespect Nobody is a website made for teens about
domestic abuse in their own relationships.
Love Don't Feel Bad is a website developed by Women’s
Aid and Avon young providing a guide to healthy behaviour in intimate
relationships for girls and young women.
Sheffield young people domestic abuse pathway
Sheffield young people and domestic abuse traffic light tool
Sheffield Speaks Out (Chilypep) a short film about young people
and controlling relationships
Recovery and empowerment partnership project
Best Practice
- If a parent is a victim of domestic abuse/ a child is witnessing
domestic abuse at home signpost the parent to the free Domestic
Abuse Helpline 0808 808 2241 help@sheffieldact.org.uk or ring
the Helpline yourself to get support as to next steps
- Refer to the Sheffield Safeguarding Hub if risk is ongoing or Early
Help for children needing support after abuse
- Use the Sheffield Traffic Light tool for young people in abusive
peer on peer relationships to assess risk
- Young people who are 16 or over and experiencing domestic
abuse in their own relationships should be referred to the
Independent Domestic Violence Advocacy Service - 0114
2493920 info@idas.org.uk.
References
1 https://www.gov.uk/guidance/domestic-violence-and-abuse
2 Crime Survey of England and Wales 2016
3 http://www.chilypep.org.uk/resources-reports
4 www.sheffield.gov.uk/ecm
5 http://sheffielddact.org.uk/domestic-abuse/resources/danac/
6 Radford, L. et al (2011) Child abuse and neglect in the UK today.
7, 10 ibid
8 Stanley et al 2009
9 Barter et al (2009) Partner exploitation and violence in teenage intimate
relationships. NSPCC and Bristol University
Local Offers and Providers
Provider |
Haven |
What they Offer |
Small group sessions that help children to manage feelings linked to domestic
abuse. Primary school group programme – Helping Hands. |
Cost |
None initially |
Contact Details |
admin@havenorg.uk
0114 213 0590
www.havenorg.uk
|
Provider |
IDAS |
What they Offer |
Domestic Abuse training for professionals – courses on young people and
domestic abuse (with Sheffield Futures) and Safeguarding Children Affected by
Domestic Abuse plus courses on a range of other aspects of domestic abuse.
Support for victims of abuse aged 16 up. |
Cost |
Free |
Contact Details |
Website: https://www.idas.org.uk/
Includes online referral form.
Training website: a href="https://courses.idas.org.uk/" target="_blank">https://courses.idas.org.uk/
0114 249 3920
info@idas.org.uk
|
Provider |
Local Authority -
Early Help |
What they Offer |
Parenting courses for parents who have experiences domestic abuse. |
Cost |
Free |
Contact Details |
Request support on Early help
Assessment part 1 Form
www.sheffield.gov.uk/earlyhelp
or for further advice call
0114 203 7485
|
Provider |
Young Women’s
Housing Project |
What they Offer |
Group work / parenting group work for vulnerable young women / mothers
(16-25 years) who have experienced sexual exploitation or abuse, or domestic
abuse. By referral from a Service. |
Cost |
Free |
Contact Details |
0114 268 0580
ywhp@ywhp.org.uk |
Provider |
Vida Sheffield |
What they Offer |
Eva Therapy Service and group work for women and girls [from age 16]
affected by any form of abuse or trauma.
Training in mental health impacts of abuse and trauma on adults or children/
young people, and developing trauma informed responses. |
Cost |
Free (Fee for training) |
Contact Details |
0114 275 0101
admin@vidasheffield.org.uk
www.vidasheffield.org.uk |
Provider |
Chilypep |
What they Offer |
Girls self-esteem course – Group work for girls to develop self-esteem,
awareness and understanding around issues that affect girls and young
women. 12 girls per programme. |
Cost |
£3500 per programme but
some funded capacity available
– please enquire (includes
ASDAN accreditation |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
Chilypep |
What they Offer |
BRV Programme 10-week boys group programme. Boys participating will
develop improved emotional literacy and a positive sense of self which is not
governed by their life experiences be more able to identify inappropriate
and harmful behaviours for themselves and others and be able to develop
self-help and help seeking strategies to protect themselves and others from
further harm and improve education and social outcomes. 12 boys per
programme. |
Cost |
£3500 per programme
(includes ASDAN accreditation) |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Eating Disorders
Overview
Eating disorders are a range of mental health conditions that affect
someone physically, psychologically and socially. Eating disorders are not
just about food, weight and body image but are a serious psychological
illness where an unhealthy relationship with food or body image can be
the outward expression of emotional turmoil. Various eating, restricting,
binging and purging behaviours can become a distraction method or
ways of coping with a person’s uncomfortable thoughts and feelings.
Because of the often secretive nature of the illness, many people suffer
for years without their illness being detected.
The most common eating disorders are Anorexia Nervosa, Bulimia
Nervosa, Binge Eating Disorder and Other Specified Feeding and Eating
Disorders.
Although serious, eating disorders are treatable conditions and full
recovery is possible. The number of children and young people with an
eating disorder is on the rise and it is clinically proven that those suffering
can recover faster when they are treated locally and as soon as possible.
We can help to achieve this by raising awareness, building the resilience
of our young people through sessions on body image ad self-esteem, and
by being proactive in supporting someone experiencing difficulties.
Key Facts
- It is estimated that over 725,000 people are affected by
an eating disorder in the UK. Amongst those, nearly half
suffer from binge eating disorder and other specified
feeding and eating disorders, although anorexia nervosa
and bulimia nervosa remain prominent. This information
comes from a report by national charity Beat which
also details the prevalent link between eating disorders
and other conditions including depression, obsessive
compulsive disorder, personality disorders and substance
abuse.
- As many as one if five of the most seriously affected with
die prematurely as a result of the illness, making eating
disorders the mental illnesses with the highest mortality
rate.
- 11% of those effected by EDs are male – this number
is rising, and likely to be higher than it appears. Young
women (aged 12-20) are a particularly at risk group.
- 33% increase in the over 50s diagnosed with eating
disorders.
- Between February 2015 and January 2016 there were
2,703 finished admission episodes, a decrease of 8%
from the previous year. The NHS claim that 76% of the
admitted cases were for anorexia, 5% for bulimia and
19% for other eating disorders.
- Worryingly, average waiting times for patients vary from
20 to 180 days depending on the trust, putting the lives
of people seriously ill with eating disorders at risk.
Best Practice
- All staff to be aware of the signs and symptoms of an eating disorder
and feel confident about what to do if they are concerned about a
young person.
- Pupils with disordered eating or an eating disorder can spot the
signs in themselves or their friends and will present themselves to a
member of staff with whom they feel comfortable.
- All staff should be aware of the schools process of sharing
information about their concerns in order to ensure proper
confidentially and privacy, and to prevent the young person
having to explain themselves several times.
- The school to consider developing an eating disorder policy
to formally undertake preventative and early intervention
strategies for Eating Disorders.
Resources
Beat is a national eating disorder charity with a helpline and youthline.
The South Yorkshire Eating Disorder Association website contains details of all of our services, recovery stories and
information of how to self-refer.
Men Get Eating Disorders Too is a charitable organisation aiming to raise
awareness of eating disorders in men.
Local Offers and Providers
Provider |
South Yorkshire
Eating
Disorders
Association
(SYEDA). |
What they Offer |
We offer a range of talking therapies, occupational therapy, complimentary therapy
and support groups to anyone 14 and over who is suffering with an eating disorder
or whose relationship with body image and food dominates their life.
We also offer one-to-one therapy, support groups and courses to friends and
family members of those directly affected.
We also deliver a bespoke education and training offer to young people and the
professionals who work with them, from GPs and nurses to teachers and third
sector organisations. |
Cost |
Our Education and Training is
a free service.
We are currently funded until
March 2018 and will seek
to secure further funding to
continue our service after this.
Minimal charges may apply for
our services. |
Contact Details |
Please contact our Education
and Training Manager
Christie Rossiter.
christier@syeda.org.uk
(0114) 272 8822 |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the
school environment, and extra-curricular activities within the community, for young people aged 11-
19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs
identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services
outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions
and online support. |
Cost |
Cost varies based
on service and
available charitable
funding, contact
for most up to
date costings.
Community based
services are
free, accessed
by community
referral (MAST,
CAMHS, Selfreferral
etc). There
is no charge to
young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Female Genital Mutilation (FGM)
Overview
Female genital mutilation (FGM) is a procedure where the female
genitals are deliberately cut, injured or changed, but where there’s no
medical reason for this to be done. FGM is also referred to as female
circumcision or cutting as well as many other names including: sunna,
gudniin and tahur but these other terms have been criticised for
underplaying the severity of FGM or being used to justify it. FGM has no
health benefits for girls but instead causes adverse effects like severe
bleeding, problems urinating, infections and problems in childbirth.
FGM is mostly carried out on young girls between infancy and the age
of 15. FGM is illegal in the UK and is classed as child abuse. If someone
is found guilty of carrying out this procedure (or arranging for it to be
carried out – in the UK or elsewhere) on a young girl it can lead to up to
14 years imprisonment.
The justifications for FGM vary between cultures, families and
communities. The most common reasons given are:
- Belief that it is a necessary part of raising a girl, it prepares her for
adulthood and marriage.
- It is a social norm in many places so FGM is performed so girls are
accepted socially in their community as there is a lot of pressure on
them to conform.
- FGM is often driven by ideas about acceptable sexual behaviour.
It is believed in some communities that FGM ensures premarital
virginity and marital fidelity. It is also believed to reduce a women’s
libido, to help her resist extramarital sexual acts.
- It is thought that girls must be clean and beautiful so the removal
of body parts that are considered unclean, unfeminine or male is
promoted.
Signs a young person is at risk or has already undergone FGM
include:
- The family belongs to a community that practices FGM and they
are preparing their child for a holiday e.g. vaccinations, planning
absence from school.
- The child has talked about a special procedure/ceremony that
is going to take place.
- If the child comes back from a prolonged absence with a
behaviour change or bladder/menstrual problems.
- They may find it hard to sit still and complain about pain
between their legs.
- If a child has said someone did something to them but they
aren’t allowed to talk about it.
Key Facts
- An estimated 17,292 children have a female parent who is a •
60,000 girls under 15 are at risk of FGM in the UK1.
- 137,000 girls and women are living with the consequences of
FGM in the UK2.
- FGM procedures are usually carried out outside of the UK.
- FGM Protection Orders can be applied for by a local authority;
or any other person with the permission of the court (for
example, the police, a teacher, a charity or a family member)3.
Best Practice
Sheffield has an agreed multi-agency pathway – see resources below.
If a girl or young woman is at risk of FGM it is important to act swiftly –
make a referral to the Sheffield Safeguarding Hub.
If a girl or young woman under 18 discloses that they have undergone
FGM it is mandatory to inform the police.
Resources
Sheffield Safeguarding Children Board procedures re. FGM.
Sheffield FGM pathway.
Sheffield FGM Strategy.
Government FGM Unit resources and information.
Short video explaining different types of FGM and its complications.
Video about FGM. 3 women share their stories plus professional
opinions
References
1 https://www.city.ac.uk/__data/assets/pdf_file/0004/282388/FGM-statistics-finalreport-21-07-15-released-text.pdf.
2 ibid.
3 https://www.gov.uk/government/publications/fgm-protection-orders-factsheet.
Local Offers and Providers
Provider |
Ashiana |
What they Offer |
Awareness raising and
support around harmful
practices most prevalent in
BME communities (Domestic
Abuse, FGM, Forced Marriage,
‘honour’ based violence, CSE,
grooming). |
Cost |
Free |
Contact Details |
info@ashianasheffield.org
0114 255 5740 |
Provider |
IDAS |
What they Offer |
Systems of Abuse training
for staff (covering HBV,
forced marriage and FGM). |
Cost |
Free |
Contact Details |
Website: https://www.idas.org.uk/
Includes online referral form.
Training website: a href="https://courses.idas.org.uk/" target="_blank">https://courses.idas.org.uk/
0114 249 3920
info@idas.org.uk
|
Forced Marriage
Overview
As part of UK law everyone has the right to choose who they want
to marry and when you want to marry. You don’t even have to
get married at all! Therefore, forced marriage is when someone
experiences physical threats (physical and sexual violence) or they
feel emotional/psychological pressure to marry someone they do
not want to (e.g. if they are made to feel like they will bring shame
to the family if they do not marry the person chosen for them). It
illegal in the UK to take someone abroad to force them to marry
someone (even if the marriage doesn’t happen they’ve still broken
the law) and it’s illegal to marry someone who does not have the
mental capacity to consent (children and disabled people) even if
they say they want to.
It is important to remember that there is a clear distinction
between a forced marriage and an arranged marriage. In arranged
marriages, the families of both spouses take a leading role in
arranging the marriage, but the choice of whether or not to accept
the arrangement still remains with the prospective spouses.
In the UK it’s often the case that young people and children are
forced into marriage as this is felt it will protect ‘family honour’.
Other reasons may be to control unwanted behavior in the young
person or to maintain cultural beliefs that are often misguided or
out of date. It should be noted that another potential reason for a
forced marriage is that the child may want to identify as Lesbian,
Gay, Bisexual or Transgender and their parents do not agree with
them having a same sex relationship.
There are many negative consequences of forced marriage. The
most prominent issue is the domestic and sexual abuse that the
young person forced into marriage will face – if a young person is
forced to consummate a marriage then they have been subject to
rape. The abuse that is endured and the psychological damage of
being forced into marriage can lead to serious mental health and
wellbeing issues, and in the most extreme cases can even lead to
suicide. Young people, especially young women who are forced
to marry are much more likely to be made to drop out of school
which will affect their development and isolate them from peers.
Key Facts
- 27% of forced marriage cases reported to the Forced Marriage
Unit in 2015 involved victims under the age of 18.
- Around 80% of cases involve female victims.
- In 2015 14% of forced marriage cases happened in the UK with
no overseas element1.
- Forced Marriage Protection Orders can be applied for by the
person who is to be protected by the order, a relevant third
party or any other person with the permission of the court2.
Best Practice
Report any concerns to the Sheffield Safeguarding Hub as soon as
possible.
When there is a risk of Forced Marriage it is important to act swiftly
–there may only be one chance to intervene. This is known as
the ‘one chance rule’. That is, professionals may only have one
opportunity to speak to a victims or potential victim and may
possibly only have one chance to save a life. As a result, all
professionals working within statutory agencies need to be aware
of their responsibilities and obligations when they are faced with
forced marriage cases. If the victim is allowed to leave without the
appropriate support and advice being offered, that one chance
might be wasted.
Resources
Sheffield Safeguarding Children Board procedures re. Forced Marriage.
Government Forced Marriage Unit resources and information.
Right to choose campaign short 2 minute clips showing different
scenarios to do with forced marriage.
https://www.youtube.com/watch?v=nF2_4uRtHJs
https://www.youtube.com/watch?v=pSPxOa9tCOI
https://www.youtube.com/watch?v=kJbND8seYhE
https://www.youtube.com/watch?v=dUdiT5cAVgg
Refereneces
1 https://www.gov.uk/government/statistics/forced-marriage-unit-statistics-2016.
2 https://www.gov.uk/apply-forced-marriage-protection-order.
3 Multi-agency practice guidelines: Handling cases of Forced Marriage, HM Government.
Local Offers and Providers
Provider |
Ashiana |
What they Offer |
Awareness raising and
support around harmful
practices most prevalent in
BME communities (Domestic
Abuse, FGM, Forced Marriage,
‘honour’ based violence, CSE,
grooming). |
Cost |
Free |
Contact Details |
info@ashianasheffield.org
0114 255 5740 |
Provider |
IDAS |
What they Offer |
Systems of Abuse training
for staff (covering HBV,
forced marriage and FGM). |
Cost |
Free |
Contact Details |
Website: https://www.idas.org.uk/
Includes online referral form.
Training website: a href="https://courses.idas.org.uk/" target="_blank">https://courses.idas.org.uk/
0114 249 3920
info@idas.org.uk
|
Gambling
Overview
Gambling involves staking or risking money, or anything of value,
on the outcome of something involving chance. As a general rule,
the minimum legal age for gambling in the UK is 18 years old. This
applies to adult gaming centres, betting shops, bingo halls, casinos,
race tracks and online gambling. The exceptions to this are the
National Lottery and scratch cards – you’re allowed to take part in
these from the age of 16.
Problem gambling is often described as a hidden addiction and
some people may have gone to great lengths to hide this. Gambling
can impact on:
- Young People’s emotional health and wellbeing. The process
of fixed odds on-line betting produces dopamine, whether the
bets are won or lost, the addictive behaviour can be caused
through chasing the dopamine high and can play havoc
with the developing brain, contributing to impulsive decision
making. Some suicides by young people have been linked to
gambling.
- Relationships with people around them through hiding.
the behaviour and its consequences, including anxiety and
- Finances, creating debt and associated anxiety.
Key Facts
It is common for gambling habits to develop in adolescence
when the limbic (instinctive) brain is stimulated by the hormones
released when taking a risk, and the pre-frontal cortex (thinking
brain) that inhibits poor decisions is underdeveloped. Gambling
Commission Research on young people 11-16, 2017 found that:
Gambling participation
- 12% of 11-16 year olds had spent their own money on
gambling in the past week (that is, the seven days prior to
completing the survey), down from 16% in 2016
- This compared to 16% who had drunk alcohol in the past
week, 5% who had smoked cigarettes and 3% who had used
drugs
- The most prevalent forms of gambling in the past week
are fruit machines (4%), private bets with friends (3%) and
National Lottery scratch cards (3%)
- 9% of 11-16 year olds had spent their own money on
licenced gambling (i.e. where either the operator or the
premises requires a licence) in the past week
- Young people who have gambled in the past week spent an
average of £10 on gambling during this period
Online participation
- 3% of 11-16 year olds have spent their own money on online
gambling (no change since 2016) while 7% have gambled
online using a parent’s account
- 11% have played free gambling-style social games online
- 11% have bet with in-game items when playing computer or
app-based games
Initial experience of gambling
- On average, young people were 12 years old when they
gambled for the first time
- Among those who had ever gambled for money who could
remember the first activity they gambled on, the most
common initial activities were fruit machines (24%), National
Lottery scratch cards (21%) and placing a private bet for
money (11%)
Gambling advertising and social media
- 80% of young people have seen gambling adverts on TV,
70% on social media and 66% on other websites
- 10% follow gambling companies on social media
Problem gambling and gambling-related harm
- 0.9% of 11-16 year olds are classified as ‘problem’ gamblers,
1.3% as ‘at risk’ and 15.5% as non-problem gamblers
- 62% agree that gambling is dangerous, but only 8% agree
that gambling is an easy way to make money and only 3%
agree that most people their age gamble
- Among 11-16 year olds who stated that they had gambled
in the past 12 months, 13% had felt bad due to their own
gambling at some stage during this period
- Among 11-16 year olds who live with family or household
members who gamble, 28% had felt bad as a result of this
behaviour at some point during the past 12 months
- 39% of young people stated that their parents had
discussed the problems that gambling can lead to with
them
Best Practice
ASK (Taken from the Lie/Bet screening tool)
- Have you ever had to lie to people important to you about how
much you gambled?
- Have you ever felt the need to bet more and more money?
ASSIST
- Do you believe that your gambling could be impacting on your
relationships with people who are important to you?
- Have you ever felt anxious, worried, guilty or depressed about
gambling?
- Have you done anything in that past that has helped you to
limit your gambling, what aspects worked for you?
- Have you tried to set a limit on what you make available to bet,
how has this gone for you?
- Have you thought about using self-exclusion for bookmakers or online gambling sites, would you like some information on this?
- There are a range of people and organisations that can help, would you like me to provide some information for you?
Resources
GamCare Youth Services
Tel: 0808 8020 133
Web: https://www.bigdeal.org.uk
Youth Outreach: http://www.gamcare.org.uk/register-youngpeople-training
Young people may be problem gamblers themselves or affected by
another person’s gambling. Our full treatment services are offered
to anyone 16 years or older, available through our regional partner
networks.
Young people of any age can speak to our specially trained advisers
on our helpline and net line and use our information and activities
on bigdeal.org.uk
GamCare will has a Youth Outreach Hub in Hull and the surrounding
areas. This offers free workshops for schools and youth groups, and
free CPD training for youth-facing professionals.
BeGambleAware
The BeGambleAware website has a short series of questions to
complete if someone is concerned about their gambling. This has
direct link to help, support and advice about problem gambling. The National Gambling Helpline can be contact on 0808 8020 133
https://www.begambleaware.org/gambling-problems/do-ihave-a-gambling-problem/
The National Gambling Helpline
Tel: 0808 8020 133
The Helpline provides confidential advice, information and
emotional support to anyone experiencing problems with
gambling.
Available 8am to midnight, seven days a week, 365 days a year.
NetLine
The NetLine provides confidential advice, information and
emotional support to anyone experiencing problems with
gambling. The NetLine is an online text ‘chat’ service, where the
‘caller’ and advisor talk by typing to each other. This is offered on
a one to one basis. The service can accessed via a smartphone,
tablet, laptop or desktop PC. As well as reading what the adviser types, the adviser can also send the caller documents and links to
read later.
Available 8am to midnight, seven days a week, 365 days a year on
the GamCare website.
GamCare Forum
The GamCare Forum is an online message board, providing a
safe and secure space for users (who may be gamblers or their
partners, friends and family) to share experiences, thoughts
and feelings about problem gambling. Although the Forum is
moderated by the GamCare Team, it is designed first and foremost
for people to come together in similar situations, working through
similar concerns and problems.
Available 24/7 via the GamCare website, 365 days a year.
GamCare Chatroom
GamCare run regular online Chatroom sessions, where users can
use live text chat to talk about issues related to problem gambling.
Each session is moderated by a GamCare Adviser, who is
welcoming and on hand to ensure that the Chatroom is a
welcoming, friendly, safe and supportive environment.
Available at least once a day, 7 days a week via the GamCare
website.
National self-exclusion schemes
New multi-operator schemes are being introduced across the
five main sectors of the gambling industry to allow individuals to
exclude themselves from each of those forms of gambling across
the whole of Great Britain.
Web: http://optintoselfexclude.info/
Individual gambling sectors self-exclusion schemes
Bookmakers, Casinos’, Bingo venues and Arcades also offer
exclusion schemes for more information visit: https://www.begambleaware.org/stay-in-control/how-to-self-exclude/
Online sector self-exclusion and blocking software
students would need to contact each of the companies with which
they hold an account. This can usually be done on the responsible
gambling pages of the website.
Email addresses and telephone numbers for online gambling
companies that are part of the Remote Gambling Association are
available here: https://www.rga.eu.com/about-us/
If you are worried about online gambling then you can download a
‘site blocker’, which can block access to on line gambling sites. You
can find further information on blocking software here: http://www.gamcare.org.uk/get-advice/what-can-you-do/blockingsoftware
Local Offers and Providers
Provider |
Interchange
Counselling and
Psychotherapy |
What they Offer |
Therapeutic group work, Training, Counselling and Consultancy/Supervision
for staff, Issue based workshops and tasters for young people or staff. |
Cost |
No charge to service
users. Referrers can
fund counselling - prices
available on request |
Contact Details |
0114 201 6672
info@interchangesheffield.org.uk |
Provider |
Sheffield
Futures Door
43) |
What they Offer |
Emotional wellbeing service for young people aged 13-25 with support to
access services including counselling |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
On-line counselling support, information and advice for all young people 11-
18 and care leavers up to 25. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Gender Equality
Overview
Gender equality is essential for healthy relationships within schools
and in wider society locally and globally and so needs to underpin
all work on relationships in schools.
According to the UN Commission on the Status of Women, the
root of gender-based violence is ‘the historical and structural
inequality in power relations between women and men’ and this
is ‘intrinsically linked with gender stereotypes that underlie and
perpetuate such violence as well as other factors that can increase
women’s and girls’ vulnerability to such violence’1.
Gender based violence includes domestic abuse, Female Genital
Mutilation, Forced Marriage, so called ‘Honour’ Based Violence,
child sexual exploitation, issues around sexual consent and sexual
health. Gender stereotyping and norms can also underlie issues
to do with eating disorders, self-esteem, bullying, bereavement,
housing, mental health, substance abuse, young carers and youth
crime.
Gender stereotyping is linked to the enormous pressures on young
people to conform to particular body image ideals which children
and young people are constantly confronted by through social and
other media. It also impacts on young people’s ability to recognise
and express emotions, with many boys and young men lacking in
the emotional literacy that can prevent angry feelings erupting into
violence, and sad feelings resulting in suicide.
Key Facts
In a recent survey:
- 22% of girls aged 7-12 had experienced jokes of a sexual
nature from boys.
- 12% of girls had seen rude pictures or rude graffiti about
girls and women.
- 10% had experienced unwanted touching2.
There is extensive evidence that children’s perceptions of sex,
consent, gender roles and relationships are changing as a result
of the pornography they are seeing. Research with over 1,000
16–21 year-olds in 2014 found that:
- Almost a quarter of young people were 12 years old or
younger when they first saw porn online (24.6%), and 7.3%
were under 10.
- The majority of young people (60%) were 14 years old or
younger when they first saw porn online—although 62% said
they first saw it when they weren’t expecting to, or because
they were shown it by someone else.
- Only 22% of those surveyed say they were looking for it on
purpose3.
The End Violence Against Women YouGov Poll carried out in
October 20104 with a representative sample of 788, 16-18 year
olds revealed that:
- 71% of all 16-18-year-olds (i.e. boys and girls) say they
hear sexual name-calling with terms such as “slut” or “slag”
towards girls at schools daily or a few times a week.
- Close to one in three (29%) 16-18-year-old girls say they have
experienced unwanted sexual touching at school.
- Close to one in three (28%) of 16-18-year-olds say they have
seen sexual pictures on mobile phones at school a few times
a month or more.
- In 2012 the NSPCC said ‘One of the key findings of this
research highlights the extent to which gendered power
relations saturate the young people’s lives. No understanding
of sexting would be complete without an appreciation of
the extent to which an often completely normalised sexism
constitutes the context for all relationships both on and offline.
- deeply rooted notion that girls and young women’s bodies
are somehow the property of boys and young men.
- ‘boys’ failure to perform a particular kind of macho
masculinity carries with it the risk of being labelled ‘gay’: “If
they had a picture of a girl naked and you told them “That’s
wrong” they will think straight away you are gay.”’ (Focus
group, year 10 boy)5.
Resources
The DECSY’s Gender Respect Project website includes teaching materials for EYFS, Primary and Secondary;
background information; scoping study of children and young
people’s attitudes to gender issues in Sheffield and soon to be
developed guidance on whole school development: Gender Equality
Charter Mark for secondary schools.
References
1 http://www.un.org/womenwatch/daw/csw/csw57/CSW57_Agreed_
Conclusions_(CSW_report_excerpt).pdf.
2 Written submission from Girl Guiding to House of Commons, Women and
Equalities Committee Sexual Harassment and Violence in Schools, Third
report of Session 2016-2017 HC 91 Published on 13 September 2016 by
authority of the House of Commons.
3 https://www.publications.parliament.uk/pa/cm201617/
cmselect/cmwomeq/91/91.pdf.
4 http://www.endviolenceagainstwomen.org.uk/yougov-poll-exposes-highlevels-sexual-harassment-in-schools/.
5 NSPCC (2012) A Qualitative Study of Children, Young People and ‘Sexting’,
A report prepared for the NSPCC by Institute of Education, London King’s
College, London School of Economics, Open University.
Local Offers and Providers
Provider |
Development
Education
Centre South
Yorkshire (DECSY) |
What they Offer |
Training, resources and curriculum development projects relating
to cultural diversity, racism, gender equality, philosophy for
children. |
Cost |
Full day training: £600 |
Contact Details |
0114 2412750
helen.griffin@decsy.org.uk
www.decsy.org.uk |
Provider |
Chilypep |
What they Offer |
Girls self-esteem course – Group work for girls to develop self-esteem,
awareness and understanding around issues that affect girls and young
women. 12 girls per programme. |
Cost |
£3500 per programme but
some funded capacity available
– please enquire (includes
ASDAN accreditation |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
Chilypep |
What they Offer |
BRV Programme 10-week boys group programme. Boys participating will
develop improved emotional literacy and a positive sense of self which is not
governed by their life experiences be more able to identify inappropriate
and harmful behaviours for themselves and others and be able to develop
self-help and help seeking strategies to protect themselves and others from
further harm and improve education and social outcomes. 12 boys per
programme. |
Cost |
£3500 per programme
(includes ASDAN accreditation) |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the
school environment, and extra-curricular activities within the community, for young people aged 11-
19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs
identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services
outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions
and online support.
‘I’m The Girl I Want To Be’ and ‘Made Of More’ Self-esteem and healthy
relationships courses (single gender groups of 8-12 students). Creative
course exploring issues of esteem, identity, healthy sex and relationships and
aspirations for the future, over 8 weeks (1.45-2hr session per week), including
sessions examining gender stereotypes and attitudes towards other genders.
|
Cost |
Cost varies based
on service and
available charitable
funding, contact
for most up to
date costings.
Community based
services are
free, accessed
by community
referral (MAST,
CAMHS, Selfreferral
etc). There
is no charge to
young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Healthy Relationships
Overview
The types of relationships we have impact on all areas of our lives
whether these are family relationships, friendships, relationships with
people in authority, relationships with people in organisations we belong
to or young people’s intimate partner relationships.
It is important that all members of a school community (staff, volunteers,
parents/carers and pupils/students) have a clear understanding of what
constitutes a healthy relationship.
What makes a healthy relationship?
- Fairness/equality.
- Separate identities.
- Good communication.
- A sense of playfulness/fondness.
- Mutual respect.
- Trust.
- Honesty.
- Support.
Unfortunately we know that there are many adults, children and young
people in Sheffield that are experiencing unhealthy relationships where
people are bullied, controlled or abused.
People don’t always recognise that the relationship is unhealthy, or if
they do they may not know what to do about it. They may not realise
there is support available or if they do, they may not have the confidence
to ask for help. Some adults or children and young people experience
threats or intimidation which can mean they are less likely to come
forward. Or they are frightened that they will not be believed or are
worried about what will happen next. For some people cultural barriers
can increase fear and isolation, although it’s important to remember not
to make generalisations.
Abuse can take place in all communities.
Think about how you can incorporate healthy relationships in:
- curricular or non-curricular activity.
- your code of conduct.
- PSHE provision.
- sex and relationship education or equivalent.
Key Facts
Unhealthy relationships are relationships in which physical, sexual,
psychological, or emotional abuse take place. Many unhealthy
relationships can be avoided by helping children and young people to
develop skills to create healthy relationships and by teaching them to
recognize the signs of unhealthy relationships.
Signs of an unhealthy relationship are where you:
- Put one person before the other by neglecting yourself or your
partner.
- Feel pressure to change who you are for the other person.
- Feel worried when you disagree with the other person.
- Feel pressure to stop activities you usually/used to enjoy.
- Pressure the other person into agreeing with you or changing to
suit you better.
- Notice one of you has to justify your actions (e.g., where you go,
who you see.)
- Notice one partner feels obligated to have sex or has been forced.
- Have a lack of privacy, and may be forced to share everything with
the other person.
- You or your partner refuse to use safer sex methods.
- Notice arguments are not settled fairly.
- Experience yelling or physical violence during an argument.
- Attempt to control or manipulate each other.
- Notice your partner attempts to control how you dress and
criticises your behaviour.
- Do not make time to spend with one another.
- Have no common friends, or have a lack of respect for each
others’ friends and family.
- Notice an unequal control of resources (e.g., food, money,
home, car, etc.).
- Experience a lack of fairness and equality.
Best Practice
Good practice guides:
Ofsted.
National Children’s Bureau.
Resources
The Sheffield Young People and Domestic Abuse pathway and
traffic light tool.
Resources for children and young people from Women’s Aid.
Resources for young people from government campaign.
Love don't feel bad is a website aimed at young women by Women’s Aid
Educational Toolkit.
PSHE Association.
Local Offers and Providers
Provider |
SAYit |
What they Offer |
Whole day of workshops to classes.
2.5 hour staff training in LGBT+ awareness and staff/
management support in work with pupils and teachers,
support in developing LGBT friendly and HIV friendly
policies and procedures.
Presentations for assemblies.
1-1 work-blocks of six sessions. |
Cost |
Some provision is funded please contact
info@sayit.org.uk to find out more. |
Contact Details |
info@sayit.org.uk
0114 241 2728 |
www.sayit.org.uk
Provider |
Development
Education
Centre South
Yorkshire
(DECSY) |
What they Offer |
Resources on gender equality: training for teachers -
groups.
Individual support to teachers using resources via
website. |
Cost |
Website materials open to any teacher.
Option to join DECsy and get more
resources on other teaching areas
(costs). |
Contact Details |
0114 241 2750
info@decsy.org.uk
http://www.decsy.org.uk/
Gender Respect Project 2013-2016 |
Provider |
Talkabout |
What they Offer |
Group work, Teacher Training on sex and relationships. |
Cost |
£100 per session or £250
for a day. |
Contact Details |
talkaboutconsent.co.uk@gmail.com
07982 722 811 |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the
school environment, and extra-curricular activities within the community, for young people aged 11-
19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs
identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services
outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions
and online support.
‘Choose Your Own Adventure’ – an interactive 1hr lesson for Y9-13 (up
to 30 students per lesson), addressing topics of CSE, E-safety, Domestic
Abuse and risky relationships. Students journey through a life-sized
board game, exploring risks and choices.
|
Cost |
Cost varies based
on service and
available charitable
funding, contact
for most up to
date costings.
Community based
services are
free, accessed
by community
referral (MAST,
CAMHS, Selfreferral
etc). There
is no charge to
young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Provider |
YWHP Sexual
Abuse Support
Service (Young
Women’s
Housing Project) |
What they Offer |
Our “Protect Yourself” initiative includes group-work programmes and/or
one to one sessions for girls and young women.
- “Escape the Trap” Teenage Relationship Abuse Programme. 8
sessions (ASDAN accredited).
- “Friend or Foe” Relationships & Risk (CSE). 6 sessions.
- “Parent As First Teachers” programme for pregnant girls and young
parents affected by abuse. PAFT support helps parents develop a
positive relationship with their child.
|
Cost |
FREE Donation welcome |
Contact Details |
0114 268 0580
ywhp@ywhp.org.uk |
Provider |
Chilypep |
What they Offer |
Girls self-esteem course – Group work for girls to develop self-esteem,
awareness and understanding around issues that affect girls and young
women. 12 girls per programme. |
Cost |
£3500 per programme but
some funded capacity available
– please enquire (includes
ASDAN accreditation |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Provider |
Chilypep |
What they Offer |
BRV Programme 10-week boys group programme. Boys participating will
develop improved emotional literacy and a positive sense of self which is not
governed by their life experiences be more able to identify inappropriate
and harmful behaviours for themselves and others and be able to develop
self-help and help seeking strategies to protect themselves and others from
further harm and improve education and social outcomes. 12 boys per
programme. |
Cost |
£3500 per programme
(includes ASDAN accreditation) |
Contact Details |
training@chilypep.org.uk
(0114) 234 8846 |
Hate Crime & Hate Incidents
Overview
Being on the receiving end of prejudice related hate has a
detrimental effect on any person’s life, it undermines their
confidence and self-esteem and destroys their sense of security.
Within a school environment, prejudice related hate related
incidents take place both within and outside the school gates and
can involve students and adults
Key Facts
- In England and Wales in 2016/17, there were 80,3931 offences
recorded by the police in which one or more of the hate
crime strands were deemed to be a motivating factor. This
was an increase of 29% compared with the previous year. It is
thought that improvements in police recording practices, as
well as increases in the numbers of hate crimes after the EU
referendum, contributed to this increase.
- The Crime Survey for England and Wales (CSEW) suggests
that hate crime is significantly underreported. This might be
because people do not feel comfortable or confident to report
to the police, or they might feel that nothing will be done as a
result of reporting.
Referencess
1 Hate Crime, England and Wales, 2016/17, Statistical bulletin 17/17, 17 October
2017. Aoife o’Neill
Key Definitions
We need to be mindful of the difference between a hate incident and
a hate crime.
A Hate crime is “Any hate incident, which constitutes a criminal
offence, perceived by the victim or any other person, as being
motivated by prejudice, hostility or hate towards a person’s actual or
perceived race, religion, sexual orientation, transgender identity or
disability.
A Hate incident is “Any incident that is not a criminal offence that is
motivated by prejudice or hostility (or is perceived to be so, by the
victim or anyone else) towards a person’s actual or perceived race,
religion, sexual orientation, transgender,identity or disability, is a hate
incident.
Hate crime and hate incidents can be committed against a person or
property on account of or any other actual or perceived difference at
which the hate is being directed.
It is possible that a hate crime or incident can be motivated by more
than one hostility, for example, against race and religion.
School based incidents
Hate incidents can take place both inside and outside the school
gates and can involve pupils, young people who are pupils at the
school or at a different school, former pupils of the school or other
schools, adults who are parents, carers, local residents or other
individuals who are neither of the groups mentioned already.
Whether an incident takes place inside or outside of the school
gates, the incident needs to be reported and recorded.
Some prejudice related incidents or bullying taking place in the community that involve children and young people from the
school may come to its attention. Staff will need to act on these
incidents and record these as incidents in the community which
may subsequently impact on behaviour within the school.
Schools need to report prejudice related incidents that involve
adults within the school gates as well as those that take place
outside the school gate or nearby but involve parents or carers. It
is possible that pupils and students of all ages may witness these
incidents and schools will need to offer support as needed to the young person.
Reporting of incidents that take place outside the school gate
and nearby that involve adults will enhance and feed into the
intelligence that South Yorkshire Police has about the prevalence
of prejudice and hate incidents in a particular area.
Hate incidents can be reported directly to the police by calling
101 or 999 in the event of an emergency.
Best Practice
Reporting on all hate incidents, you can help stop it happening to
someone else as the reports help the police and partners to better
understand the level and patterns of hate incidents including
those who reach the threshold of being a criminal offence in a
particular locality.
Reporting of incidents helps improve the way we respond to hate
incidents.
Supporting individuals who have been subject to hate incidents or
have witnessed hate incidents.
Reporting of all incidents helps improve the way we respond to
hate incidents.
Encouraging a “No bystander” approach and zero tolerance across the whole school community and regularly reinforcing the
message through all relevant routes.
Where to report
You can report hate crime and hate incidents by contacting South
Yorkshire Police on 101 or online at www.report-it.org.uk.
Crimestoppers 0800 555 111 (report anonymously)
Tell Mama to report anti-Muslim hate: https://tellmamauk.org
Stop Hate UK take reports via their website and hate crime
telephone line on 0800 138 1625 (text 07717 989 025) or email
talk@stophateuk.org.
Local Offers and Providers
Provider |
Sheffield
Futures Door
43) |
What they Offer |
Emotional Wellbeing Support service based at Star House by Sheffield
Futures. Low level support and access to services for a range of health
and wellbeing needs including counselling, open office hours and Saturday
mornings. Wellbeing café on Tuesday evenings 5-7pm. Wellbeing drop-in on
Wednesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
On-line counselling support, information and advice for all young people 11-
18 and care leavers up to 25. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Honour Based Abuse
Overview
So called ‘Honour’ based abuse (HBA) is a violent crime or incident
that has been committed against a partner or family member where
the perpetrator or perpetrators uses the excuse that they were
protecting or defending the’ honour’ of the family or community.
HBV can also referred to as ‘Izzat’ which means ‘shame’ in some
communities. It is often linked to a belief that someone has bought
shame onto their family or community that goes against the
traditional beliefs of their culture. Examples of excuses for ’honour’
based abuse include: having a partner / boyfriend / girlfriend who
is from a different culture or religion; rejecting an arranged marriage
and wearing clothes that are not considered part of the traditional
culture.
Women and girls are more likely to be victims of ‘honour’ based
violence but it can also affect boys and men. ‘Honour’ based crimes
can include: physical abuse, threats of violence and forced marriage.
Any type of ‘honour’ based abuse is against the law so all types
should be reported! A child or young person who is at risk of ‘honour’
based abuse is at significant risk of physical harm (including
being murdered), and / or neglect. They may also suffer significant
emotional harm, as a result of a threat of violence or witnessing
violence directed towards a sibling or other family member.
Key Facts
- HBA estimates are not currently available as this is not a
specific crime, although a 2012 IKWRO1 report using police
recorded information suggested around 3,350 incidents are
reported to the police per year but a further IKWRO report in
2014 found that only four out of five police forces reported
these incidents as HBA, therefore the 3,350 is likely to be
underestimation of reported incidents by up to 20%.
- Local Sheffield providers reported that they were supporting
107 people affected by HBA in 20162.
- 41 HBA cases were heard at Sheffield MARAC in 20163.
Best Practice
Report any concerns to the Sheffield Safeguarding Hub as soon as
possible.
When there is a risk ‘honour’ based abuse it is important to
act swiftly – there may only get one chance to intervene. This is
known as the ‘one chance rule’.4 That is, professionals may only
have one opportunity to speak to a victims or potential victim and
may possibly only have one chance to save a life. As a result, all
professionals working within statutory agencies need to be aware
of their responsibilities and obligations when they are faced with
‘honour’ based abuse cases. If the victim is allowed to leave
without the appropriate support and advice being offered, that
one chance might be wasted.
Resources
Sheffield Safeguarding Children Board procedures re. ‘Honour’
Based Abuse.
Charity website that explains ‘Honour’ based abuse and provides
support to victims e.g. helpline.
‘Honour’ based abuse victims story.
Karma Nirvana is a charity supporting victims of ‘Honour’ Based
Abuse and Forced Marriage.
References
1 Iranian and Kurdish Women’s Right’s Organisation
2 http://sheffielddact.org.uk/domestic-abuse/wp-content/uploads/sites/3/2017/08/Part-1-Section-9-Harmful-cultural-practices-FINAL.pdf.
3 Ibid.
4 Multi-agency practice guidelines: Handling cases of Forced Marriage, HM
Government.
Local Offers and Providers
Provider |
IDAS |
What they Offer |
Systems of Abuse training
for staff (covering HBV,
forced marriage and FGM). |
Cost |
Free |
Contact Details |
Website: https://www.idas.org.uk/
Includes online referral form.
Training website: a href="https://courses.idas.org.uk/" target="_blank">https://courses.idas.org.uk/
0114 249 3920
info@idas.org.uk
|
Housing & Supported Accommodation
Overview
Research has identified a number of factors associated with high
risk of homelessness among young people including: “experiencing
abuse or neglect; experiencing domestic violence, mental health or
substance issues within the family home; running away as a child;
truanting or being excluded from school; leaving school with no
qualifications; having learning disabilities; and being a lesbian, gay,
bisexual or transgender young person.”1
It is crucial that young people at risk of homelessness get early
support to inform them about their choices and options and
to help them to access accommodation services at the right
time. The number of young people reaching the tipping point of
homelessness in Sheffield has been falling over recent years but
young people continue to form a relatively high proportion of
the total number of people who present to the Council’s Housing
Solutions as homeless, and the number of 16-25’s accessing
supported accommodation. It is important to note that the
incidence of homelessness among young people is likely to
exceed official statistics because it is often masked, for example
as ‘staying with friends’. This description can cover a wide range
of circumstances from relatively safe temporary arrangements to
significantly unstable accommodation and downright dangerous
situations of exploitation.
Key Facts
- The main reported reason why young people become
homeless in Sheffield and nationwide is because their parents
or families are unable to or no longer wish to house them. This
can be for a number of reasons including clashes within the
home, overcrowding, pregnancy, parental ill-health, financial
pressures, breakup of parents’ relationship, introduction of
parent’s new partner, problematic parental or young people’s
behaviour, etc.
- In 2015-16 Housing Solutions dealt with 438 homeless
presentations by young people aged between 16 and 25, 310
of whom were single young people.
- Generally research indicates that the best outcomes for young
people are achieved by those who remain living in the family
home, where it is safe to do so, and for those who leave home
in a planned way only when they are ready in terms of their
emotional, practical and financial wellbeing.2,3
- All 16/17 year olds who present as homeless to the Council
are jointly assessed by a housing officer and a children’s social
worker.
- It is now possible to identify the secondary schools attended
by young people who later became homeless, although this is
not routinely monitored.
Best Prcatice
Statutory Guidance - Homelessness Code of Guidance for Local
Authorities 20064 (Department for Communities and Local
Government, the Department for Education and Department for
Health) identifies that young people who are at risk of exclusion from
education are more at risk of becoming homeless. It suggests that
one way to tackle common causes of homelessness is by housing
authorities working with local schools to provide young people with
information about the implications of leaving home and the housing
choices available to them. The following local agencies offer help and
advice on specific matters, and the list of local offers and providers
highlights who will do work in schools around homelessness.
Local Housing & Support Agencies
Sheffield City Council, Housing Solutions – Provides advice and
help for anyone aged 16 years and above who is homeless or is
at risk of becoming homeless in the near future, or has a housing
problem that they need help to resolve. Call Housing Advice and
Options line on 0114 273 6306 during Monday-Friday 8.30am to
5pm or in case of an emergency out of hours please call 0800 731
1689. Email HousingSolutionsGeneric@sheffield.gov.uk.
Sheffield City Council, Permanence and Through Care –
Provides statutory social care duties to maximise outcomes for
looked after children and care leavers. Call 0114 203 9060 / Email
PermanenceThroughCareService@sheffield.gov.uk.
Sheffield City Council, Sheffield Safeguarding Hub – Provides
a single point of access for concerns about vulnerable children,
young people and young adults who have complex needs or who
may be at risk of harm. Lines are open 24/7 call: 0114 273 4855.
Sheffield Futures, YIACS (Youth Information Advice
Counselling Service) – Provides a single access point for holistic
advice and counselling for young people in a youth-friendly
environment. Trained staff support young people to access
appropriate services including accommodation services. Further information from
Sheffield Futures on 0114 201 2800.
Roundabout Homeless Prevention Service – Provides advice
for young people about housing options, from planned moves to
emergency accommodation. Roundabout also has a mediation
service and will work to reconnect young people with their
families. Call 0114 272 8424 or drop in Monday-Friday 10am-
4:30pm at 22 Union St, Sheffield, S1 2JP.
Shelter Housing Advice & Information Resource – Provides
advice on housing related matters via drop in and appointment.
Call 0344 515 1515 or drop in Monday-Friday 9am-5pm at 48
Furnival Gate, Sheffield, S1 4QP. Email sheffield_hub@shelter.org.uk.
References
1,2 B. Watts, S. Johnsen and F. Sosenko, Youth Homelessness in the UK (Herriot-Watt University: 2015).
3 http://www.homeless.org.uk/connect/news/2013/jun/21/
report-calls-for-action-to-prevent-homelessness
-for-next-generation.
4 https://www.gov.uk/government/collections/homelessness-guidance.
Local Offers and Providers
Provider |
Roundabout |
What they Offer |
Peer Education – interactive session about youth
homelessness, the facts and real life stories from
trained young people who have experienced
homelessness themselves.
Aimed at Y10 and Y11 pupils.
Could be an assembly slot but
prefer x 3 full class sessions,
duration flexible from 40 minutes
to 1 hour.
|
Cost |
Free |
Contact Details |
Tracey Jackson Deputy CEO
tjackson@roundaboutltd.org
0114 253 6785
Jonathon Edwards Peer Education
Worker
jedwards@roundaboutltd.org
0114 272 8424
|
Provider |
Roundabout |
What they Offer |
Mediation – mediation worker delivers an introduction to mediation, will see pupils in school
or at Roundabout’s Prevention Service (details
above).
Sessions are usually weekly, but
service is needs led, and there is
no time restriction on delivery.
|
Cost |
Free |
Contact Details |
Tracey Jackson Deputy CEO
tjackson@roundaboutltd.org
0114 253 6785
Jonathon Edwards Peer Education
Worker
jedwards@roundaboutltd.org
0114 272 8424
|
Provider |
De Paul
Nightstop |
What they Offer |
The service aims to be an option for agencies, to
directly prevent rough sleeping, or keep people
from staying in unsafe places.
Free, safe accommodation for
people that are in housing crisis
or homeless aged from 16 to 25 in
the homes of trained and vetted
volunteers, on a night by night
basis. |
Cost |
Free |
Contact Details |
Contact Nightstop South Yorkshire on
0114 278 7152 before 4pm to discuss
a referral. |
Provider |
Cathedral
Archer Project |
What they Offer |
Briefing session/awareness raising. Assembly slot or short talk about
homelessness and the impact of
the pupils’ donations especially
around Harvest time. |
Cost |
Free to
Primary or
Secondary
schools. |
Contact Details |
Tracy Viner
0114 321 2312
archer@archerproject.org.uk |
Provider |
Safe at Last
(Depaul UK) |
What they Offer |
Education and Prevention Programme – aims
to educate and inform children and young people
about keeping safe, the risks and dangers of
running away and alternative choices for support.
Interactive sessions with a 30
minute performance and 30
minute workshop – these times
and themes/topics can vary.
Suitable for assemblies.
|
Cost |
Bespoke
packages can
be created
starting at
£250. |
Contact Details |
Jay.yerrell@depaulcharity.org.uk
07515 850 526
Katie.eastburn@ depaulcharity.org.uk
0759 556 3075
Office: 01909 566 977 |
Provider |
Safe at Last
(Depaul UK) |
What they Offer |
One to one support sessions – for those at risk
of running away or who have run away from home.
Range of support including
conflict, bereavement, family
relationship breakdown, antisocial
behaviour, criminal activity,
mental health, emotional wellbeing
and more. |
Cost |
Free |
Contact Details |
Referral form in family support
section:
http://safeatlast.org.uk/what-we-do
Office: 01909 566 977 |
Provider |
Safe at Last
(Depaul UK) |
What they Offer |
Family Support – delivering family support work
to parents/carers of children and young people
that have run away.
Family Support Workers provide
emotional and practical help
and advice to families who are
experiencing long or short term
difficulties. They help them
to access support from other
services as appropriate. |
Cost |
Free |
Contact Details |
Referral form in family support
section:
http://safeatlast.org.uk/what-we-do
Office: 01909 566 977 |
LGBT+ Young People
Overview
Recent surveys have found that up to 20% of people under the age
of 30 identify as LGBT+, with 12% identifying outside the gender
binary as either transgender or gender-nonconforming. Attitudes
towards LGBT+ people have also become more accepting in recent
years.
However, LGBT+ young people continue to experience
disproportionate levels of mental ill health, poverty, homelessness,
bullying and abuse, and many do not get the support they need.
Key Facts
- • Using Trans young people’s chosen name reduces
depression by 71% and suicide attempts by 65%.
- More than half of lesbian, gay and bisexual students
have experienced homophobic bullying.
- 99% of lesbian, gay and bisexual young people hear
the phrases ‘that’s so gay’ or ‘you’re so gay’ in school.
- Only half of lesbian, gay and bisexual students report
that their schools say homophobic bullying is wrong.
- 86% of secondary school teachers say children and
young people, regardless of their sexual orientation,
experience homophobic bullying.
- 92% of secondary school teachers believe that school
staff have a duty to tackle homophobic bullying.
- 80% of teachers have not had any specific training on
how to tackle homophobic bullying.
- 83% of trans young people say they have experienced
name-calling and 35% have experienced physical
attacks.
- 32% of trans young people say they have missed lessons
due to discrimination or fear of discrimination.
- 52% of LGBT young people have self-harmed, compared
with 9% of non-LGBT+ peers.
- 23% of lesbian, gay and bisexual young people have
tried to take their own life.
- 48% of trans young people have attempted suicide, and
59% say they have considered doing so.
- LGBT pupils who don’t feel they have an adult to talk to
are much more likely to have symptoms of depression
than those who do have an adult to talk to.
Good Practice
The public sector Equality Duty requires all schools in England to
eliminate discrimination on the grounds of sexual orientation and
gender reassignment. Schools must promote equality of opportunity
and foster good relations. This means schools need to tackle
homophobic, biphobic and transphobic bullying, and need to take
proactive steps to support LGBT+ students and promote acceptance,
respect and understanding of LGBT+ people and issues across the
whole school community. (The Equality Act 2010)
The Department for Education requires all schools to publish
information to show how they are complying with this duty. Schools
should set and publish specific and measurable equality objectives,
for example reducing levels of homophobic, biphobic and transphobic
bullying.
This means that schools must protect any student taking steps to
reassign their sex, whether those steps are social (for example
changing their name, the pronoun they prefer and the way they
dress or look) or include medical intervention (for example accessing
hormone therapy or having surgery).
Schools have a duty to promote the safety and well-being of all children
and young people in their care, including those who are lesbian, gay,
bisexual and trans and those experiencing homophobic, biphobic or
transphobic bullying. (Education and Inspections Act 2006)
Ofsted inspectors are explicitly directed to look at a school’s efforts to
tackle bullying based on sexual orientation and gender identity. They
may also look at how the school supports the needs of distinct groups
of students, such as lesbian, gay, bisexual and trans students.
Resources
A toolkit for preventing and tackling homophobic,
biphobic and transphobic bullying in secondary schools.
A toolkit for preventing and tackling homophobic,
biphobic and transphobic bullying in primary schools.
LGBT Facts and Figures.
Mental Health.
Local Offers and Providers
Provider |
SAYiT |
What they Offer |
For LGBT+ young people - 1:1 support plus:
- Fruitbowl – For LGBT young people under the age of 18 we run weekly
social and support groups offering activities and opportunities to help to
support young people’s identity and peer support networks.
- Off the Scene – For LGBT young people aged 18 - 25.
- HIV Group – Support & social opportunities for young people living with
HIV.
- Youth Action Groups – e.g: Art Activism, Campaigning.
For schools and youth groups:
- Staff training on LGBT+ inclusive SRE; specific training on LGBT+
awareness; HIV and Sexual Health training.
- Education sessions with young people on LGBT+ awareness, Sexual
Health and HIV.
- Assemblies.
- Support to develop and run Gender and Sexuality Alliances.
- Consultancy for schools on creating inclusive environments.
|
Cost |
Some of SAYiT’s work
is funded. Details on
enquiry.
SAYiT has to charge for
work not funded – details
on application. |
Contact Details |
info@sayit.org.uk
0114 241 2728 |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Menstruation
Overview
Menstruation is a vital sign. Like blood pressure, resting heart rate
or temperature, it can indicate good health or illness. Periods are an
ordinary biological function that are part of the reproductive cycle.
Due to a long history of taboos and stigmas around attitudes to
reproductive health in general and periods in particular, this topic
can produce some anxiety for teachers, parents, carers and young
people. Some of this comes from historical and cultural taboos that
are passed down from one generation to the next, but for the past
century or so media advertising has also played an influential role.
Advertising messages can make their way into schools in the form
of leaflets and free lesson materials from major multinational
corporations that manufacture and sell disposable menstrual
products. By not questioning the messages we have received or
not teaching young people how to do so, teachers, parents and
carers can accidentally transmit the message that periods are bad
or should be kept secret. It is important to ensure that we “catch
up” on our own learning so we can pass on the most valuable,
evidenced-based, accurate information to young people in a way
that dispels myths and actively challenges taboos.
Encouraging an atmosphere where young people of all genders can
speak freely about periods supports a better overall attitude to the
changes of puberty as well as a positive sense of wellbeing. It can
lead to better focus in the classroom and more open conversations
with parents and carers, and it may also help with early diagnosis
of STIs, womb-related cancers and other illnesses. A positive
attitude around menstruation helps to create an atmosphere
in which young people will feel more supported to seek medical
help for reproductive health-related medical conditions such as
endometriosis.
It is important to remember that while most people who menstruate are
girls and women, not all women do for medical or physiological reasons,
and some people who menstruate may be trans, non-binary or intersex.
Key Facts
- 1 in 4 young people don’t learn about menstruation in school
lessons before they reach puberty.1
- Young women aged between 18-24 are four times less likely to
go to a doctor about a sexual health issue than women aged
between 55-64.2
- A quarter of young women avoided their doctor purely because
they didn’t know what words to use, while 44% did so out of a
reluctance to discuss sexual health issues.2
- 65% of women say they would feel uncomfortable carrying
disposable menstrual products openly to the toilet, but
only 14% of men said they would feel uncomfortable seeing
someone carrying a menstrual product to the toilet.3
- In a report by the Bolton NHS Foundation Trust in 2010,
“menstruation problems” were the fifth most common reason
given for school absence.4
- The average menstruator will use 11,000 menstrual products in
their menovulatory lifetime, and 4.3 billion disposable menstrual
products are used per year in the UK.5
Best Practice
A big shift in how we currently approach the topic of menstruation
is needed so that young people can focus on their schoolwork,
exams and activities rather than worrying about menstruation
management.
Reflect on your own attitudes to menstruation and when and how
they may have formed. Develop your own knowledge so that, if
approached, you can confidently support young people with their
menstruation queries.
Carry out an audit of your school or organisation to ensure that
menstruation management is made easy and practical.
Ensure that toilets accommodate people who menstruate by
providing small pedal bins (including in the men’s, unisex and
disabled toilets) and that there is soap, hot water and drying
facilities. In schools, allow pupils to go to the toilet when needed,
and ensure that toilets are unlocked at all times.
Provide a range of free menstrual products that are easily
accessible. Do not use one brand or promote free samples or
lessons with logos – this can unduly influence young people and
may promote advertising tactics that use shame and secrecy.
Try not to make assumptions about who has periods. Whether
for physiological, gender identity, trauma or medical reasons, be
sensitive to individuals. For trans and non-binary-identifying young
people (who may not have indicated their gender identity to all staff),
gender-neutral language can be critical to ensuring they receive
valuable information that does not exclude.
When teaching about or providing menstruation management, show
examples of a range of several different brands, styles and types of
reusable and disposable menstrual products.
Use teachable moments to remove any sense of secrecy around
menstruation. Be alert for off-the-cuff opportunities and avoid
expressing disgust, as that creates a sense of shame about periods.
How you handle these moments sets the tone – humour, neutrality
and matter-of-factness work well – and ignoring these incidents can
speak volumes.
Make menstruation education into an ongoing conversation rather
than a “big talk”.
Taboos & Myths
In the past, menstruation management in western culture was
practical and, while not necessarily as convenient as today, did not
carry the negative connotations that have built up over the past
hundred years or so. While historic taboos evolved from religious
customs, superstitions and inaccurate medical beliefs, the 20th
century saw a focus on advertising influencing most of the public
discourse around menstruation. Companies selling disposable
menstrual products found it lucrative to send a representative into
schools, offer schools free samples, and even provide mothers,
teachers and school nurses with branded educational booklets.
This still goes on today, and in many schools across the country
one can still find these materials. Market research companies issue
reports that recommend companies continue doing this to gain
loyal customers, and experts reviewing or vetting these resources
frequently find them lacking valuable information.
Biology Glossary
Cervix The lower part of the uterus that contains the opening to the
vagina.
Clitoris Organ providing sexual pleasure, part of which is visible just
inside the top of the labia.
Discharge Fluid produced by glands in the cervix or vagina that
indicate different states of health, eg fertility, arousal, infection.
Most discharge is healthy and normal. Some kinds can indicate
an infection. Healthy discharge shouldn’t be itchy or painful, but
unhealthy discharge can be (although some infections may go
unnoticed because they have no symptoms).
Endometrium The blood and tissue that line the uterus.
Fallopian tubes The tubes that eggs travel along from the ovaries to
the uterus.
Hormones Chemicals in the body that control various biological
functions.
Labia The inner and outer folds of the vulva.
Luteinising hormone The hormone that triggers ovulation.
Menarche When someone begins their very first menstrual cycle.
Menopause The time in life when menstrual cycles end, around age
50 - 55.
Menstrual cycle The menstrual cycle is everything from preparing
for ovulation to menstruation and round again.
Menstruation When the uterus sheds its lining, resulting in
bleeding from the vagina.
Menstruator A person who menstruates.
Oestrogen The hormone that triggers egg maturation.
Ovaries The organs that store and mature eggs inside the body.
Ovulation When an egg is released from the ovaries.
Ovum An egg cell which, if fertilised by sperm, can implant into
the uterine wall, leading to pregnancy.
Premenstrual dysphoric disorder (PMDD) Severe and
debilitating physical and emotional symptoms experienced before
or at the start of each cycle.
Premenstrual tension (PMT) Minor to moderate physical
and emotional symptoms experienced in the run-up to and
sometimes during the start of each cycle.
Progesterone The hormone responsible for the build-up of the
uterine lining.
Puberty The time at which young people’s bodies change, when
they mature into young adults and become able to reproduce.
Toxic shock syndrome (TSS) A very serious bacterial infection
that studies have linked to tampon use.
Uterus An organ inside the body that grows a lining to protect an
egg each month. If the egg is fertilised it implants into the wall of
the uterus at the start of pregnancy.
Vagina Internal passage to the uterus.
Vulva External genitalia consisting of the clitoris and labia – not to
be confused with the vagina.
Menstruation Management
There are four types of menstrual products: internal, external,
disposable and reusable.
Most people are familiar with disposable menstrual products like
pads, tampons and panty liners. These are used once and thrown
away. There are many different brands, varieties and material
variations, and it may take time to find one that is the right price
and the right design for each menstruator. Companies work hard to
advertise these products as part of a very profitable industry.
Reusable menstrual products are gaining popularity because they
are good for the environment and for personal budgets. These
include menstrual cups, which are inserted into the vagina to collect
blood. They are designed to be taken out, rinsed or wiped with
loo roll and reinserted. Cloth pads are also reusable and are often
familiar to those who use cloth nappies. They can be bought or
homemade. Period pants are underwear with a built-in absorbent
fabric layer – they absorb a light flow of blood and then can be
washed and worn again.
Internal menstrual products, such as tampons and menstrual cups,
are used inside the vagina.
External menstrual products, such as disposable pads, cloth pads
and period pants, are worn outside the body.
Resources
A resource for gauging your own or young people’s attitudes
to menstruation.
A short video demonstrating the Menstrual Product Mambo for
teaching the four types of menstrual products and dance steps projector slide.
A resource booklet with photos explaining how to change a pad
for young people with learning disabilities.
STAINS™ – activities based around Chella Quint’s spoof company
combating leaking taboos and promoting confidence in
menstruators to “reclaim the stain”.
The education resource magazine for the Wellcome Trust and
Sex Education Forum co-produced Prepared for Puberty Project
edition of the Sex Educational Supplement magazine.
An audit you can use in a school/college/workplace to ensure
that there is supportive provision for menstruation management.
A flowchart for finding the right words to use when including
trans and non-binary menstruators.
Menstruation Education should be...
- Free, unbranded, objective, inclusive of reusables (like
menstrual cups and cloth pads), evidence-based, and easy to
understand.
- Consistently taught by trained staff, factually accurate, up-todate
and well-researched, with learners’ needs in mind, and
regularly evaluated with pupils and menstruation education
practitioners, including excellent communication with other
departments, parents and community partners about the
content of lessons.
- Aimed at different age groups, starting well before puberty
(and ensuring the use of correct names for body parts, even
with very young children) and revisited regularly.
- Inclusive of all genders, cultures, abilities and sexualities (the
way all high-quality RSE should be), with adapted resources
where appropriate.
- Supportive of easy menstruation management in school
and equipped to signpost diverse and effective ways of
menstruation management now and in future, including offering
as-needed disposable menstrual products and ensuring that
pupils are made aware of reusables and supported in using
them.
- Delivered in planned curriculum lessons, as well as in teachable
moments as they arise.
- Actively challenging messages of shame in media, advertising,
current cultural discourse etc through activities that teach
media literacy.
- Avoid using euphemisms like “Aunt Flo” or “sanitary products” –
reinforce the use of correct terms: “menstruation”, “period” and
“menstrual products”.
- Able to scaffold and complement lessons on fertility, puberty
and reproductive health, with an awareness of physiological
differences and medical conditions related to reproductive
health and of healthy menstrual cycles as a vital sign.
- Supported more comprehensively across the curriculum,
particularly in science and PSHE but also in media studies, PE,
maths, graphics and textiles.
References
1 Sex Education Forum Prepared for Puberty Project (NCB 2016).
2 Ovarian Cancer Action Survey, 2015.
3 WaterAid Survey, 2017.
4 Davies, J., & Hindley, D. (2010). Managing frequent medical absences from school. Archives of Disease in Childhood.
5 Menstruation and Sanpro/Femcare Market Facts and Fig’s, AHPMA.
Local Offers and Providers
Provider |
#periodpositive |
What they Offer |
A one-year pilot programme taking schools through a new #periodpositive
Schools Charter, including school audit, free training for whole staff/subject
specialists, advice for parents, workshops for young people and peer leaders,
evaluation and monitoring. |
Cost |
Free for partner
schools and
organisations in
Sheffield. |
Contact Details |
#periodpositive
Contact: Chella Quint
07497 593 968
chellaquint@gmail.com
http://www.periodpositive.com |
Provider |
#periodpositive |
What they Offer |
Training for schools, teacher training programmes, charities and private companies hoping to improve their menstruation awareness or prevent period
poverty. |
Cost |
Free or reduced
cost for qualifying
organisations, £250
day rate within the local
area. |
Contact Details |
#periodpositive
Contact: Chella Quint
07497 593 968
chellaquint@gmail.com
http://www.periodpositive.com |
Provider |
#periodpositive |
What they Offer |
Menstruation 101 workshops for young people, young adults and parents of
adolescents as a fun and interactive “catch-up” session. |
Cost |
Contact for details on
costs of performances,
bespoke events or
provision outside the local area. |
Contact Details |
#periodpositive
Contact: Chella Quint
07497 593 968
chellaquint@gmail.com
http://www.periodpositive.com |
Provider |
#periodpositive |
What they Offer |
Adventures in Menstruating touring comedy show for young people and adults and accompanying workshops. |
Cost |
Contact for details on
costs of performances,
bespoke events or
provision outside the local area. |
Contact Details |
#periodpositive
Contact: Chella Quint
07497 593 968
chellaquint@gmail.com
http://www.periodpositive.com |
Mental Health
Overview
Mental health is a wide subject but in basic terms it is a person’s
emotional, psychological, and social well-being. Your mental health
can affect how you think, feel, and act. It also determines how
people handle stress, relate to others, and make choices. Mental
health is important at every stage of life, from childhood and
adolescence through adulthood. The causes for mental health
problems vary from one person to another and can include:
biological factors, such as genes or brain chemistry; life experiences
and/or family history of mental health problems. Mental health can
be affected by common experiences like relationship difficulties,
loss, confidence and self-esteem, exam stress, as well as trauma or
abuse.
These are some early signs to look out for if someone has
deteriorating mental health:
- Eating or sleeping too much or too little.
- Pulling away from people and usual activities.
- Having low or no energy.
- Feeling numb or like nothing matters.
- Having unexplained aches and pains.
- Feeling helpless or hopeless.
- Smoking, drinking, or using drugs more than usual.
- Feeling unusually confused, forgetful, on edge, angry, upset,
worried, or scared.
- Yelling or fighting with family and friends.
- Experiencing severe mood swings that cause problems in
relationships.
- Having persistent thoughts and memories that they can’t get out
of their head.
- Hearing voices or believing things that are not true.
- Thinking of harming themselves or others.
- Inability to perform daily tasks like brushing their teeth or getting
to school.
The list above includes a number of non-specific signs that are
difficult to distinguish from the normal ups and downs of a young
person’s life. These often come to people’s attention when they
represent a change in behaviour. It is important to find out what is
behind these feelings or behaviours, irrespective of whether they are
new or more long term. Intervening early to improve self-esteem,
resilience, emotional literacy and coping strategies and building in
support for students can help meet emotional wellbeing needs and
prevent mental health problems in many cases.
The most common diagnosed mental health problems in
children and young people are:
- Depression, it affects more children and young people today
than in the last few decades. Teenagers are more likely to
experience depression than young children, however increasing
numbers of children are reporting low mood.
- Self-Harm, some people find self-harm helps them to cope with
emotional pain by experiencing physical pain, which releases
endorphins giving temporary relief, often followed by guilt and shame. Most young people will try to hide the harm they have
done to themselves (e.g. cuts, burns and scratching). Even
though someone may self-harm this does not necessarily mean
they want to take their own life, but it does increase the risk of
accidental fatal injury and can lead to suicide in a minority of
cases.
- Anxiety, everyone has some level of anxiety however it’s when
this anxiety interferes with someone’s life that it becomes a
problem. Anxiety can take many forms such as panic attacks,
becoming withdrawn, avoiding situations and being easily
irritated.
- Eating disorders, usually start in the teenage years and are
more common in girls than boys. The number of young people
who develop an eating disorder is small, but eating disorders
such as anorexia nervosa and bulimia nervosa can have serious
consequences for their physical health and development.
- ADHD Attention Deficit Hyperactivity Disorder affecting
concentration and behaviour.
These are just a few of the many mental health illnesses people can
have. Some symptoms can be triggered by hormonal changes in
adolescence, but may also be an indication of psychological distress.
Key Facts
- 1 in 10 children and young people aged 5 - 16 suffer from
a diagnosable mental health disorder - that is around three
children in every class
- Between 1 in every 12 and 1 in 15 children and young people
deliberately self-harm
- 72% of children in care have behavioural or emotional
problems - these are some of the most vulnerable people in
our society
- 70% of children and young people who have a mental
health problem have not had appropriate interventions at a
sufficiently early age.
- 12% of Sheffield secondary pupils say they feel very sad or
depressed most days
Best Practice
The Healthy Minds Framework is being rolled out across
Sheffield schools to embed an emotionally healthy culture
through identification of Healthy Minds Champions, workforce
development and consultation with CAMHS, to support students’
emotional wellbeing and mental health needs.
Resources
Epic Friends is a website created by CAMHS for
young people wanting to know more about mental health.
Information
about mental health disorders resources for school staff and
referral pathways.
Young Minds is a website has resources for
young people, professionals and parents.
Sheffield Children and Young People Suicide prevention Pathway
provides information, referral thresholds and resources for
families and professionals.
Local Offers and Providers
Provider |
Chilypep |
What they Offer |
Nationally Accredited Peer Mentoring and whole school awareness raising around
mental health & emotional wellbeing.
Training for groups of young people to mentor friends and peers around emotional
wellbeing issues. Deliver awareness raising and resilience building to students and
school staff. |
Cost |
A cost negotiable
depended on level of
work required.Includes
ASDAN accreditation. |
Contact Details |
training@chilypep.org.uk
0114 234 8846 |
Provider |
Chilypep |
What they Offer |
Youth Mental Health First Aid training for schools – 1 day ‘light touch’ max 16
per group. There are 94 places paid for this year through SCC Future in Mind.
Participants become YMHFA Champions.
2 day YMHFA Training for groups of school staff - 16 max per group. Participants
become YMH First Aiders. |
Cost |
£150 per person
(£300 for 2-day course)
(Includes certification) |
Contact Details |
training@chilypep.org.uk
0114 234 8846 |
Provider |
Chilypep |
What they Offer |
Girls self-esteem course – Group work for girls to develop self-esteem, awareness and
understanding around issues that affect girls and young women. 12 girls per programme. |
Cost |
£3500 per
programme
(includes ASDAN
accreditation) |
Contact Details |
training@chilypep.org.uk
0114 234 8846 |
Provider |
Chilypep |
What they Offer |
BRUV Programme 10 week boys group programme. Boys participating will develop
improved emotional literacy and a positive sense of self which is not governed by their
life experiences, be more able to identify inappropriate and harmful behaviours for
themselves and others, and be able to develop self-help and help seeking strategies to
protect themselves and others from further harm and improve education and social
outcomes. |
Cost |
£3500 per
programme
(includes ASDAN
accreditation) |
Contact Details |
training@chilypep.org.uk
0114 234 8846 |
Provider |
Chilypep |
What they Offer |
Healthy relationship and awareness raising workshops for mixed and single sex groups.
A limited number of free workshops available in 2017/18 through our Empowerment and
recovery Lottery funded programme. |
Cost |
Free
£250 once free
workshops
delivered |
Contact Details |
Ellie.Munday@chilypep.org.uk
0114 234 8846 |
Provider |
Chilypep
|
What they Offer |
ASIST – Applied Suicide Intervention Skills Training (ASIST) is a two-day interactive
workshop in suicide first aid. ASIST teaches participants to recognize to attend the
workshop—anyone 16 or older can learn and use the ASIST model when someone may
have thoughts of suicide and work with them to create a plan that will support their
immediate safety. Studies show that the ASIST method helps reduce suicidal feelings in
those at risk and is a cost-effective way to help address the problem of suicide.
All school staff including pastoral, teaching and support staff. To be nominated by school. |
Cost |
£3000 per
programme
(includes
certification)
16 participants
per course. |
Contact Details |
training@chilypep.org.uk
0114 234 8846 |
Provider |
Family Action |
What they Offer |
ADHD Support Group – An ADHD service based on a model developed by Family Action
which supports the families of children and young people diagnosed with ADHD through
improving knowledge and awareness of the disorder, providing strategies for managing
the symptoms associated with ADHD and in promoting the individuality and potential for
those affected.
Support is provided through post-diagnosis home visits and group work via our Managing
ADHD Groups. We work closely with diagnosing agencies to ensure that families are given
the most accurate and up-to-date support and advice. |
Cost |
Free |
Contact Details |
Sheffield.Tamhs@familyaction.org.uk
0114 321 1702 |
Provider |
Attachment
Training |
What they Offer |
Whole school or groups, assessment of child’s emotional needs, consultation and
therapeutic work. |
Cost |
Cost dependent
on the needs/
package |
Contact Details |
hopeattach@gmail.com
07808 200 162 |
Provider |
Interchange |
What they Offer |
Counselling and Psychotherapy, Therapeutic group work, Training, Counselling and
Consultancy/Supervision for staff, Issue based workshops and tasters for young people or
staff. Developing online counselling and webinar service from April 2017. |
Cost |
No charge to
service users.
Referrers can
fund counselling
- prices available
on request |
Contact Details |
interchangeproject@ymail.com
teri.connolly@interchangesheffield.org.uk
0114 201 6672 |
Provider |
Local Authority -
Early Help |
What they Offer |
For 7-19 year olds. CBT informed theraputic approach to supporting low
mood and anxiety in young people, delivered by trained MAST Senior Learning
Mentors.
Referral pathway to CAMHS (Child and Adolescent Mental Health Service) for
assessment, diagnosis and treatment of mental health disorders up to the age
of 18. |
Cost |
Free |
Contact Details |
Request support on Early help
Assessment part 1 Form
www.sheffield.gov.uk/earlyhelp
or for further advice call
0114 203 7485
|
Provider |
Samaritans |
What they Offer |
DEAL – (Developing Emotional Awareness and Listening) is a free resource
for teachers and other educational professionals designed to help develop
resilience in young people. Lesson plans, activities, hand-outs, audio-visual
resources, teachers’ notes and staff training materials can all be accessed and
downloaded at any time from Samaritans website. |
Cost |
Free |
Contact Details |
272 Queens Road,
Sheffield S2 4DL
0114 276 7277
www.samaritans.org/deal |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
YWHP Sexual
Abuse
Support
Service (Young
Women’s
Housing
Project) |
What they Offer |
We can offer support where trauma or abuse might be a factor. Group work
or 121 sessions for girls to develop self-esteem, wellbeing-awareness and
developing positive ways of coping.
- Protective Behaviours & Resilience.
- Creative Movement Wellbeing sessions.
|
Cost |
FREE
Donation welcome |
Contact Details |
0114 268 0580
ywhp@ywhp.org.uk |
Provider |
Golddigger
Trust |
What they Offer |
Group work Programmes include the ‘I’m The Girl I Want to Be’, ‘Made Of More’ and selfharm
recovery courses. Individual and small group bespoke mentoring programmes, CSE
awareness sessions amongst other programmes. |
Cost |
Some funded
places (current
waiting list)
Schools may fund |
Contact Details |
info@golddiggertrust.co.uk
0114 327 1191 |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing
projects, both within the school environment, and extra-curricular activities
within the community, for young people aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students
addressing specific needs identified. Minimum 6 sessions (usual course
approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access
additional free services outside of school hours, including drop in youth clubs,
sexual health clinic, sports and music sessions and online support. |
Cost |
Cost varies based on
service and available
charitable funding,
contact for most up to
date costings.
Community based
services are free,
accessed by community
referral (MAST, CAMHS,
Self-referral etc). There
is no charge to young
people.
|
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young
People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Online Safety
Overview
Using the internet with children and young people is an incredibly
rewarding experience. Incorporating internet safety themes across
the curriculum, and celebrating the benefits of new technologies,
can enhance learning in so many ways. Students have access to
the internet at school and home where some supervision and
restrictions can be applied, but access on their phones is much
more difficult to manage, and the messages and information
received through social media can have a significant impact on
emotional wellbeing and mental health.
Cyberbullying is an increasingly common form of bullying behaviour
which happens on social networks, games and mobile phones.
Cyberbullying can include spreading rumours about someone, or
posting nasty or embarrassing messages, images or videos.
Children may know who’s bullying them online – it may be an
extension of offline peer bullying or abusive behaviour from
someone they are or have been in a relationship with - or they may
be targeted by someone using a fake or anonymous account. It’s
easy to be anonymous online and this may increase the likelihood of
engaging in bullying behaviour.
Cyberbullying includes:
- sending threatening or abusive text messages.
- creating and sharing embarrassing images or videos.
- ‘trolling’ - the sending of menacing or upsetting messages on
social networks, chat rooms or online games.
- excluding children from online games, activities or friendship
groups.
- setting up hate sites or groups about a particular child.
- encouraging young people to self-harm.
- voting for or against someone in an abusive poll.
- creating fake accounts, hijacking or stealing online identities
to embarrass a young person or cause trouble using their
name.
- sending explicit messages, also known as sexting.
- pressuring children into sending sexual images or engaging in
sexual conversations.
Grooming is when someone builds an emotional connection
with a child to gain their trust for the purposes of sexual abuse,
sexual exploitation or trafficking. Children and young people can
be groomed online or face-to-face, by a stranger or by someone
they know - for example a family member, friend or professional.
Groomers may be any age and gender.
Many children and young people don’t understand that they have
been groomed or that what has happened is abuse. Groomers
can use social media sites, instant messaging apps including teen
dating apps, or online gaming platforms to connect with a young
person or child. They can spend time learning about a young
person’s interests from their online profiles and then use this
knowledge to help them build up a relationship.
It’s easy for groomers to hide their identity online - they may
pretend to be a child and then chat and become ‘friends’ with
children they are targeting. Groomers may look for:
- usernames or comments that are flirtatious or have a sexual
meaning
- public comments that suggest a child has low self-esteem or is
vulnerable.
Groomers don’t always target a particular child. Sometimes they will
send messages to hundreds of young people and wait to see who
responds. Groomers no longer need to meet children in real life to abuse them. Increasingly, groomers are sexually exploiting their
victims by persuading them to take part in online sexual activity.
When sexual exploitation happens online, young people may be
persuaded, or forced, to:
- send or post sexually explicit images of themselves.
- stake part in sexual activities via a webcam or smartphone.
- shave sexual conversations by text or online.
Abusers may threaten to send images, video or copies of
conversations to the young person’s friends and family unless
they take part in other sexual activity. Images or videos may
continue to be shared long after the sexual abuse has stopped.
(NSPCC website)
Best Practice
- Develop policies and procedures as part of the school’s
safeguarding practice.
- Encourage students to share concerns about online content
and behaviour with staff.
- Ensure that students have the information they need to
control their online accounts including privacy settings,
blocking users and reporting abuse.
- Support students to develop the skills they need to manage
their online activity using the NSPCC TEAM approach: Talk
about what’s safe and what’s not, Explore their on-line world,
Agree what’s ok and what’s not and Manage settings and
parental controls.
- Respond to known risks such as social media encouraging
young people to self-harm and suicide.
- Promote apps that support mental health.
Resources
Guidance for schools on responding to sexting.
The NSPCC website has useful information, advice and resources.
Kidscape has practical advice on privacy settings and how to block
users to help young people stay in control of their online world.
Abusive online content can be reported to Internet Watch
Foundation which works in partnership with police and voluntary
organisations to remove images that may be abusive or used to
exploit children.
Childline provide telephone support and online information and
advice on e-safety. Tel: 0800 1111
Online abuse can be reported to the National Crime Agency Child
Exploitation and Online protection.
Resources for schools to help you use the internet safely and
positively as a professional, and information to help safeguard
your workplace and the young people you work with.
Local Offers and Providers
Provider |
Safeguarding
Sheffield
Children |
What they Offer |
Sheffield Safeguarding Children Board (SSCB) co-ordinates a city-wide
approach to e-safety, also known as online safeguarding. On the SSCB
website you will find information and guidance that will help you to
understand the safeguarding issues relating to the use of information
technology and implement safety measures to enable you and the
children and young people you work with to do this safely. |
Cost |
Free |
Contact Details |
http://www.safeguardingsheffieldchildren.org/sscb/safeguarding-information-andresources/online-safeguarding
For safeguarding concerns about
children and young people, call the
Sheffield Safeguarding Hub:
0114 273 4855 |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the
school environment, and extra-curricular activities within the community, for young people aged 11-
19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs
identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services
outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions
and online support.
‘Choose Your Own Adventure’ – an interactive 1hr lesson for Y9-13 (up
to 30 students per lesson), addressing topics of CSE, E-safety, Domestic
Abuse and risky relationships. Students journey through a life-sized
board game, exploring risks and choices.
|
Cost |
Cost varies based
on service and
available charitable
funding, contact
for most up to
date costings.
Community based
services are
free, accessed
by community
referral (MAST,
CAMHS, Selfreferral
etc). There
is no charge to
young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Prevent & Radicalisation
Overview
Prevent is a strand of the UK Government’s wider Counter Terrorism
Strategy. The Prevent strategy aims to stop people becoming
terrorists or supporting terrorism by:
- Challenging extremist ideologies (that might be promoted
through internet propaganda or hate speakers).
- CSafeguarding individuals who are at risk of being drawn into
terrorism.
- CSupporting institutions (including schools, local authorities,
universities, etc.) to implement the Prevent Duty and to address
local risks relating to terrorism.
Prevent is concerned with all forms of terrorism, regardless of
ideology or cause, including that driven by extremist Islamist ideology,
extremist right wing groups, animal rights extremism, nationalist
causes, etc.
The Government has defined extremism as “vocal or active
opposition to fundamental British values, including democracy,
the rule of law, individual liberty and mutual respect and tolerance
of different faiths and beliefs. We also include in our definition of
extremism calls for the death of members of our armed forces”.
Terrorist groups often draw on extremist ideology which seeks to
justify or promote terrorism or encourage others to commit terrorist
acts.
The Counter Terrorism and Security Act 2015 makes the
implementation of Prevent a statutory duty for Schools, Further
Education and Childcare Providers (as well as other public sector
bodies). Schools should, in the exercise of their functions, have “due regard to the need to prevent people from being drawn into
terrorism”. The Ofsted Common Inspection Framework assesses
the implementation of the Prevent Duty in early years, education
and skills settings.
Best Practice
Education settings should ensure that:
- They are alert to changes in behaviour which may indicate that
a learner needs help or protection.
- They discuss and challenge ideas and encourage critical
thinking.
- They have clear safeguarding procedures in place to assess &
protect learners at risk.
- Learners are safe from terrorist & extremist material when
accessing the internet.
- They link with local partners including the Children’s
Safeguarding Service, South Yorkshire Police, Social Care, &
Community Youth Teams to ensure the welfare of learners.
Prevent should not stop learners from raising and debating
difficult issues.
Safeguarding
Prevent is a safeguarding issue and seeks to support individuals
before they get involved in criminal activity. Safeguarding people from
radicalisation into terrorism is very similar to safeguarding them from
other forms of harm.
Children, young people and adults can be drawn into violence or they
can be exposed to the messages of terrorist organisations by many
means: through the influence of family members or friends, direct
contact with organisations or, increasingly, through the internet. This
can put individuals at risk of being drawn into criminal activity and
has the potential to cause significant harm. Be careful that you do
not stereotype – any group or community can be drawn to extremist
ideas & put a child at risk.
Factors that may influence the vulnerability of children and young
people to being radicalised into terrorist activity can include:
- Pressure from peers & others or the internet
- Crime against them or involvement in crime
- Anti-social behaviour and bullying
- Family tensions
- Race or hate crime
- Lack of self-esteem or identity
- Personal or political grievances
Escalating Concerns
If you have concerns about a vulnerable individual:
Discuss your concerns through your internal safeguarding
processes, with your DSL, a colleague or manager.
If you still have Prevent concerns and wish to discuss further
or escalate, contact:
Sheffield Children and Families SPOC, Steve Hill
Tel: 0114 2734934 LADO@sheffield.gcsx.gov.uk
- In an emergency (where yours or others safety is at risk)
call 999
- To report illegal terrorist information, pictures or videos
you’ve found on the internet: https://www.gov.uk/reportterrorism
Resources
Further information can be found on the Safeguarding Sheffield
Children website.
Home Office Prevent Duty Guidance, DfE 15.
Keeping Children Safe in Education, DfE 16.
E-safety guidance – training and curriculum.
Government website for teachers, school leaders and parents with
links to a range of resources and good practice.
Prevent for Schools is a growing library of resources.
Online Prevent awareness training for educational settings.
Let’s Talk About It is a national initiative designed to provide
practical help and guidance in order to stop people becoming
terrorists or supporting terrorism.
Local Offers and Providers
Provider |
The Tim Parry Jonathan
Ball Peace Foundation
and The Peace Museum
resources made available
by Sheffield City Council |
What they Offer |
Free Prevent resources have been made available to Sheffield
schools through Sheffield City Council. These cover curriculum
resources and staff training, suitable for primary, secondary and FE
settings. |
Cost |
Free |
Contact Details |
tim.wright@sheffield.gov.uk |
Provider |
Development
Education Centre
South Yorkshire
(DECSY) |
What they Offer |
Staff/ governor training and support on responding to SMSC requirements to
do with ‘Promoting British Values’. Training on dialogic learning methods such as
Philosophy for Children (P4C) which can create safe spaces for dialogue about
controversial issues. Lesson plans available for discussing terrorism at KS2 and 3. |
Cost |
£600 per day |
Contact Details |
helen.griffin@decsy.org.uk |
Provider |
Chilypep |
What they Offer |
|
Cost |
£3500 per
programme but
some funded
capacity available
– please enquire
(includes ASDAN
accreditation) |
Contact Details |
training@chilypep.org.uk
0114 234 8846
|
Sexual Abuse
Overview
A child or young person is sexually abused when they are forced or
persuaded to take part in sexual activities. This doesn’t have to be
physical contact and it can happen online. Sometimes the child or
young person won’t understand that what’s happening to them is
abuse. They may not even understand that it’s wrong.
There are 2 different types of child sexual abuse . These are called
contact abuse and non-contact abuse.
Contact abuse involves touching activities where an abuser makes
physical contact with a child, including penetration. It includes:
- sexual touching of any part of the body whether the child’s
wearing clothes or not
- rape or penetration by putting an object or body part inside a
child’s mouth, vagina or anus
- forcing or encouraging a child to take part in sexual activity
- making a child take their clothes off, touch someone else’s
genitals or masturbate.
Non-contact abuse involves non-touching activities, such as
grooming, exploitation, persuading children to perform sexual acts
over the internet and flashing. It includes:
- encouraging a child to watch or hear sexual acts
- not taking proper measures to prevent a child being exposed to
sexual activities by others
- meeting a child following sexual grooming with the intent of
abusing them
- online abuse including making, viewing or distributing child
abuse images
- allowing someone else to make, view or distribute child abuse
images
- showing pornography to a child
- sexually exploiting a child for money, power or status (child
exploitation)
Key Facts
1 in 20 children in the UK have been sexually abused. (Radford,
L. et al (2011) Child abuse and neglect in the UK today).
Children who are sexually abused may:
Stay away from certain people
- they might avoid being alone with people, such as family
members or friends.
- they could seem frightened of a person or reluctant to
socialise with them.
Show sexual behaviour that’s inappropriate for their age
- a child might become sexually active at a young age.
- they might be promiscuous.
Best Practice
If you think a child or young person has been sexually
assaulted or raped report this to the Police.
They will then refer the child or young person to the Child
Assessment Unit (at the Children’s Hospital) or to Hackenthorpe
Lodge the Sexual Assault Referral Centre.
Resources
Sheffield Safeguarding Children Board procedures.
NSPCC.
Let’s Talk Pants – NSPCC guide for parents.
Childline.
Local Offers and Providers
Provider |
Golddigger Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the school environment, and extra-curricular activities within the community, for young people aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions and online support.
|
Cost |
Cost varies based on service and available charitable funding, contact for most up to date costings.
Community based services are free, accessed by community referral (MAST, CAMHS, Self-referral etc). There is no charge to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People, 10 Psalter Lane, Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Provider |
Interchange |
What they Offer |
Emotional Well Being and Mental Health counselling support for Children and Young
People up to 25 years. |
Cost |
No charge to service
users. Referrers can
fund counselling -
prices available on
request. |
Contact Details |
0114 201 6672
interchangeproject@ymail.com
info@interchangesheffield.org.uk |
Provider |
NSPCC Sheffield
Service Centre |
What they Offer |
1. Letting The Future In 1:1 therapeutic work with children aged 4-17yrs who have
disclosed sexual abuse. Can include some support and joint sessions for carers/
parents.
2. Protect and Respect 6-weekly group work sessions in secondary schools (by request)
raising awareness of child sexual exploitation (CSE) including: healthy relationships,
consent, grooming, CSE and online safety. |
Cost |
Free |
Contact Details |
0114 228 9200 |
Provider |
YWHP Sexual
Abuse Support
Service (Young
Women’s
Housing
Project) |
What they Offer |
We provide safe, supported accommodation & specialist therapeutic support for young
women / mothers aged 16-25 years affected by sexual abuse, sexual exploitation, and
domestic abuse. Support is delivered through 121 key-work and group-work.
Our “Protect Yourself” initiative includes a wide range of group-work programmes and
one to one therapeutic sessions for girls and young women, pregnant young women
and young mothers.
We can deliver bespoke training/workshops on request. |
Cost |
FREE Donations
welcome |
Contact Details |
0114 268 0580
ywhp@ywhp.org.uk |
Provider |
Golddigger
Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the
school environment, and extra-curricular activities within the community, for young people aged 11-
19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs
identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services
outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions
and online support.
|
Cost |
Cost varies based
on service and
available charitable
funding, contact
for most up to
date costings.
Community based
services are
free, accessed
by community
referral (MAST,
CAMHS, Selfreferral
etc). There
is no charge to
young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People,
10 Psalter Lane,
Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Sexual Consent
Overview
Sexual consent, just like consent for many other things (e.g. asking
to borrow a pencil in class and your friend agreeing is consent), is
an agreement between people to engage in sexual activity with each
other. Consent doesn’t have to be verbal, but verbally agreeing to
different sexual activities can help both you and your partner respect
each other’s boundaries. It’s important to understand that every time
anyone wants to partake in any kind of sexual activity consent from
all parties needs to be present. Additionally, people can withdraw
their consent at any point of the sexual activity and carrying on would
then not be consensual.
Consent should never just be ‘assumed’, people should always be
certain that sexual activity is consented to. Below is a list of reasons
that should not be considered as consent:
- Body language, Appearance, or Non-Verbal Communication:
A person should never assume consent from the way a person
dresses, smiles, looks or acts, that they want / agree to have sex
with them.
- Dating relationships or previous sexual activity: Simply
because two or more people are dating or have had sex in the
past does not mean that they have consented to have sex again.
- Marriage: in marriage, a person should still not assume they
have consent for sexual activity. Marital rape is as serious as any
other sexual assault.
- Previous Activity: Consent to engage in one sexual activity at
one time is not consent to engage in a different sexual activity or
to engage in the same sexual activity on a later occasion.
- Silence, Passivity, Lack of Resistance, or immobility: A
person’s silence should not be considered consent. A person
who does not respond to attempts to engage in sexual
activity, even if they do not verbally say no or resist physically,
is not clearly agreeing to sexual activity.
- Incapacitation: Alcohol consumption or use of other drugs
can render a person incapable of giving consent. Alcohol is
often used as a means of targeting individuals and is used by
perpetrators to excuse their own actions.
The legal age for sex in the UK is 16 as this is when it’s believed
that people can make conscious decisions as to whether they will
consent or not to sexual activity. Therefore, if someone over 16
is found to have had sex with someone under 16 this is classed
as rape as the person under 16 does not have the capacity to
consent. Additionally, people who may have a mental disorder
or are affected by alcohol/drug may also not have the mental
skills needed to make decisions as they may not understand the
meaning, consequences or implications of their decisions. Sexual
activity without consent is considered, by law, to be sexual assault
or rape. If they are found guilty of partaking in sexual activity
where consent wasn’t present, the perpetrator can be sent to jail.
Key Facts
- 45.3% of girls and 38.5% of boys say they find it difficult to say
no when pressured into having sex.1
- 50% of boys and 62.4% of girls said that unwanted sex is
common in young people’s relationships.2
- 1 in 5 women in the UK have experienced some form of sexual
violence since the age of 16.3
- 1 in 3 teenage girls have been pressured into doing something
sexual by a partner.4
- Approximately 90% of those who are raped knew the
perpetrator before the crime.5
Best Practice
Where possible, ensure that correct information about consent
and the law is shared with children and young people.
Resources
A resource for teaching sexual consent to key stages 3 and 4.
A good video explaining consent.
A cartoon video explaining consent with the use of tea. Makes it
very easy to understand.
Information for teens including around being pressured into
sex.
References
1 Coy et al (London Met 2010) Non-consensual sex and teenage pregnancy.
2 ibid.
3 Crime Survey of England and Wales, 2013.
4 Barter et al (2015).
5 An Overview of Sexual Offending in England and Wales, January 2013.
Local Offers and Providers
Provider |
Sheffield Futures |
What they Offer |
- Groupwork training for YPs.
- One-to-one support for 16-18.
- Free training for professionals.
- Whole school staff/Safeguarding team.
- Twilight sessions available.
|
Cost |
Free |
Contact Details |
0114 201 8572
http://www.sheffieldfutures.org.uk/ |
Provider |
Talkabout |
What they Offer |
Sex and relationship education through groupwork and teacher training. |
Cost |
£100 per session or £250
for a day |
Contact Details |
07982 722 811
talkaboutconsent.co.uk@gmail.com |
Provider |
YWHP Sexual
Abuse Support
Service (Young
Women’s Housing
Project) |
What they Offer |
Our “Protect Yourself” initiative includes group-work programmes and/or one
to one sessions for girls and young women dealing with safe relationships &
consent. Mixed gender sessions available.
“Escape the Trap” Teenage Relationship Abuse Programme. 8 sessions
(ASDAN accredited).
“Friend or Foe” Relationships & Risk (CSE). 6 sessions. |
Cost |
FREE Donations welcome |
Contact Details |
0114 268 0580
ywhp@ywhp.org.uk |
Provider |
Golddigger Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the school environment, and extra-curricular activities within the community, for young people aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions and online support.
Choose Your Own Adventure’ – an interactive 1hr lesson for Y9-13 (up to 30
students per lesson), addressing topics of CSE, E-safety, Domestic Abuse and risky
relationships. Students journey through a life-sized board game, exploring risks
and choices. |
Cost |
Cost varies based on service and available charitable funding, contact for most up to date costings.
Community based services are free, accessed by community referral (MAST, CAMHS, Self-referral etc). There is no charge to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People, 10 Psalter Lane, Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Sexual Harassment
Overview
Everybody has the right to feel safe as they go about their lives,
whether at work, in school or in a public place.
A University of Kent study1 concluded that sexually objectifying a
woman can lead to aggression towards women, and that the link
between catcalling and aggression by boys and men can begin to
develop in early teen years and, as they age, can lead to the harmful
perception that women are solely to be seen as sexual objects.
Addressing inappropriate behaviour early is important. If not
challenged, casual misogyny and sexual harassment create a cultural
environment that normalises inappropriate behaviours, and can lead
to problematic, abusive and/or violent behaviour towards women
and girls.
Boys and men can also be subjected to sexual harassment and
assault, by both males and females, which can be hard to report
because of assumptions about masculinity, or stigma around same
sex relationships.
Definitionss
Misogyny can be defined as: incidents and crimes, motivated
by negative attitudes of men and boys, targeted at women and
girls simply because they are female. [definition adapted from
Nottinghamshire Police Hate Crime categories – work is underway
in South Yorkshire to recognise and record misogyny as hate
crime].
The Equality Act 2010 defines sexual harassment as: unwanted
conduct of a sexual nature which has the purpose or effect of
violating someone’s dignity, or creating an intimidating, hostile,
degrading, humiliating or offensive environment for them.
This can include:
- sexual comments, remarks, ‘banter’ or ‘jokes’
- physical behaviour such as unwanted touching and groping
- indecent exposure
- dissemination of sexual images and videos
- requests or demands for sex
- stalking/trolling, online or by following
Best Practice
Schools and colleges should be aware of the importance of:
- making clear that sexual violence and sexual harassment is
not acceptable, will never be tolerated and is not an inevitable
part of growing up;
- not tolerating or dismissing sexual violence or sexual
harassment as “banter”, “part of growing up”, “just having a
laugh” or “boys being boys”;
- challenging behaviour (potentially criminal in nature), such as
grabbing bottoms, breasts and genitalia and flicking bras and
lifting up skirts. Dismissing or tolerating such behaviours risks
normalising them; and
- understanding that all of the above can be driven by wider
societal factors beyond the school and college, such as
everyday sexist stereotypes and everyday sexist language.
This is why a whole school/college approach (especially
preventative education) is important.
Hey Facts
- The UK’s first national street harassment survey found that
64% of women of all ages said they had experienced sexual
harassment in public places – in the 16-24 age group this
rose to 85%; 45% of all ages had experienced unwanted
sexual touching [YouGov UK poll 2016].
- TUC and Everyday Sexism Project2: 52% of women reported experiencing some form of sexual harassment at work;
nearly a quarter (23%) had been touched without
invitation at work, a fifth (20%) had experienced sexual
advances at work.
- Drinkaware3: 63% of women and 26% of men have
been on the receiving end of sexual harassment; 79%
of women reported having been on the receiving end
of inappropriate comments, unwanted touching or
groping; 72% of respondents reported having seen sexual
harassment in some form.
- The Children’s Society4: 34% of teenage girls worry about
being followed by a stranger
- Girlguiding5: 32% of girls aged 11-21 feel unsafe when
they are out by themselves
- Sexual violence and harassment can affect different
groups in education6
- Disabled and deaf children are three times more likely
to be abused than their peers7
- Children who are Lesbian, Gay, Bisexual, or
Transgender (LGBT) can be targeted by their peers.
In some cases, a child who is perceived by their peers
to be LGBT (whether they are or not) can be just as
vulnerable as children who identify as LGBT8
Referencess
1 The sexual objectification of girls and aggression towards them in gang and non-gang
affiliated youth (Vasquez, Osinnowo, Pina and Bell, 2017)
2 2 Still just a bit of banter? (Trade Union Congress, 2016)
3 Inappropriate behaviour in pubs, bars and clubs (Drinkaware, 2017)
4 The Good Childhood Report (The Children’s Society, 2017)
5 Girls Attitude Survey (Girlguiding UK, 2016)
6 Sexual violence and sexual harassment between children in schools and colleges
(Dept for Education, 2017)
7 Jones, L et al (2012) Prevalence and risk of violence against children with
disabilities: a systematic review and meta-analysis of observational studies. The
Lancet, July 2012
8 Stonewall School Report 2017
Resourcess
Sexual violence and sexual harassment between children in
schools and colleges Department for Education, May 2018. Advice
for governing bodies, proprietors, headteachers, principals, senior
leadership teams and designated safeguarding leads.
Know the Line is a local public awareness campaign in South
Yorkshire trying different approaches to challenging sexual
harassment in public spaces, and developing active bystanders – sets
of postcards available via the website
BBC’s global 100 women campaign: a multi-series format
established in 2013 which is currently focusing on experiences of
sexual harassment in public spaces
NSPCC: Harmful sexual behaviours: provides advice on signs,
indicators and effects of harmful sexual behaviour
Eliza Hatch: ‘Cheer Up Luv’ photojournalism project which
documents women who have experienced any form of sexual
harassment in a public space
ihollaback.org: international campaign against sexual harassment
focusing on creating communities of resistance
Videos: [most are also available at www.knowtheline.org]
Sexual Harassment Experiences in Sheffield: video testimonies
filmed for the Know the Line campaign
Sheffield Girls Talk About Sexual Harassment to the VIBE Project,
Together Women
Women Talk About Sexual Harassment [Iris]: eight women
share their stories about the damaging effects of sexual
harassment
Why We Need to Talk About Street Harassment: most
women and girls have experienced some form of street
harassment, and in many cases this behaviour goes unreported
- but what exactly do we mean when we talk about harassment?
10 Hours of Walking in NYC as a Woman: short video showing
one woman’s experiences of catcalling as she walked through
New York City
Dear Daddy: video from a daughter about challenging ‘rape
culture’
Tea & Consent: spells out the meaning of sexual consent in the
simplest terms, by comparing it with offering a cup of tea…
Local Offers and Providers
Provider |
Know the Line
– campaign
on sexual
harassment) |
What they Offer |
Campaign materials, videos and other resources for group work in schools and
colleges.
Skill sharing workshops for staff. |
Cost |
Free campaign
resources.
Fee for skill sharing
workshops |
Contact Details |
saferstreetssheffield@gmail.com
www.knowtheline.org.uk
c/o Vida [0114] 275 0101
|
Provider |
Sheffield Rape
& Sexual Abuse
Centre |
What they Offer |
Sexual abuse helpline, counselling for girls/boys from age 13, and support with
the criminal justice process where needed. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com
Helpline: 0808 802 0013
Office: 0114 241 2766
info@srasac.org.uk
www.sheffieldrapecrisis.org.uk
|
Provider |
Vida Sheffield |
What they Offer |
Eva Therapy Service and group work for women and girls [from age 16] affected
by any form of abuse or trauma..
Training in mental health impacts of abuse and trauma on adults or children/
young people, and developing trauma informed responses. |
Cost |
Free. Fee for training. |
Contact Details |
0114 275 0101
admin@vidasheffield.org.uk
www.vidasheffield.org.uk
|
Sexual Health
Overview
According to the World Health Organization’s definition, sexual
health is “a state of physical, emotional, mental and social wellbeing
in relation to sexuality; it is not merely the absence of disease,
dysfunction or infirmity. Sexual health requires a positive and
respectful approach to sexuality and sexual relationships, as well as
the possibility of having pleasurable and safe sexual experiences,
free of coercion, discrimination and violence. For sexual health to
be attained and maintained, the sexual rights of all persons must be
respected, protected and fulfilled.”1
Sexual health therefore plays an important part in our overall physical
and mental health and well-being.
Achieving positive sexual health requires support in maintaining
equitable and healthy relationships; comprehensive and accurate
sex education, information, and advice; and accessible services to
prevent sexual ill health and to treat the consequences of sexual ill
health.
Key sexual health indicators have been set by Public Health England
to improve the sexual health of the population, and to reduce sexual
health inequalities between the general population and defined
vulnerable groups. These include:
- Reducing the under-18s conception rate.
- Reducing the percentage of HIV infections that are diagnosed
late.
- Improving the chlamydia detection rate amongst young people
aged 15-24 years.2
Key Facts
- The under 18 conception rate in 2015 was 21.0 conceptions per
thousand women aged 15 to 17; this is the lowest rate recorded
since comparable statistics were first produced in 1969.
- The estimated number of conceptions to women aged under
18 fell to 20,351 in 2015, compared with 22,653 in 2014, a
decrease of 10%.
- The estimated number of conceptions to women aged under 16
fell to 3,466 in 2015, compared with 4,160 in 2014, a decrease
of 17%.3
- In 2016, there were approximately 420,000 diagnoses of
sexually transmitted infections (STIs) made in England, a decline
of 4% compared to 2015.
- Over 1.4 million chlamydia tests were carried out and over
128,000 chlamydia diagnoses were made among young people
aged 15 to 24 years.
- The impact of STIs remains greatest in young heterosexuals 15
to 24 years, black and ethnic minorities and gay, bisexual and
other men who have sex with men (MSM).
- Young people experience the highest STI diagnosis rates.
Compared to people aged 25 to 59 years, rates of STI diagnoses
in the 15 to 24 age-group are twice as high in men and seven
times as high in women; these higher rates are likely due to
greater rates of partner change among the younger age-group.4
Best Practice
- Statutory, high-quality relationship and sex education in
secondary schools will equip young people with the skills to
improve their sexual health and overall wellbeing.
- Consistent and correct use of condoms can significantly reduce
risk of STIs and unplanned pregnancy.
- Rapid, open access to treatment and partner notification can
reduce the risk of complications and infection spread.
- Regular testing for HIV and STIs is essential for good sexual
health.5
Resources
Brook is a sexual health charity that has online resources for
young people and professionals, covering a variety of sexual health
issues e.g. puberty, STI’s and contraception.
The Sex Education Forum is a membership organisation and works
together with its members and other stakeholders to achieve
quality sex and relationships education (SRE). Members include
schools, colleges, youth settings, local authorities, NHS trusts, local
and national organisations and individuals.
‘Sex and relationships education (SRE) for the 21st century’:
Supplementary advice to the Sex and Relationship Education
Guidance DfEE (0116/2000).
Puberty and Sexuality for children and young people with learning
disabilities’: A supporting document for the national curriculum
objectives.
References
1 Developing sexual health programmes’: A framework for action, World Health
Organization, Department of Reproductive Health and Research, 2006 updated 2010.
2 Healthy lives, healthy people: Improving outcomes and supporting transparency’,
Public Health England, 2013.
3 Conceptions in England and Wales: 2015 Annual statistics on conceptions covering
conception counts and rates, by age group, including women under 18, Office for
National Statistics, 2017.
4 Sexually Transmitted Infections and Chlamydia Screening in England, 2016, Health
Protection Report Volume 11 Number 20.
5 Sexually Transmitted Infections and Chlamydia Screening in England, 2016, Health
Protection Report Volume 11 Number 20.
Local Offers and Providers
Provider |
Sexual Health
Sheffield
(a service
provided
by Sheffield
Teaching
Hospitals NHS
Foundation
Trust) |
What they Offer |
For young people:
Youth Clinics for young people aged 19 and under. Confidential access to
information and advice on sexual health issues as well as a full range of
contraception, testing and treatment for STIs (including HIV) and support
for pregnancy options (including counselling and making arrangements
for abortion or continuing pregnancy). STI self- screening kits also
available at reception.
Website providing information about sexual health, clinic opening times
and access to STI self- screening kits: http://sexualhealthsheffield.nhs.uk
PASH volunteer project – provides volunteers (aged 16-20 years) to
deliver sexual health information sessions to young people in schools
and other youth settings. Recruits and trains new volunteers once a
year.
Postal kits for STI self- screening available via the SHS website. Sexual
Health Sheffield (SHS) can also provide STI screening sessions for ageappropriate
students.
For staff:
Provide a wide range of evidence based, high quality and well
evaluated sexual health training courses for staff including ‘Young
People and Sexual Health’, ‘Beginners Guide to HIV’ and ‘Introduction
to Sexual Health’.
Also provide training and resources to support schools to offer ‘Open
Doors’ sexual health services (i.e. condoms, pregnancy testing and
chlamydia screening)
Produce education resources on a wide range of sexual health
issues including leaflets, posters, DVDs, demonstrators, and training
manuals including our ‘Puberty Pack’, ‘Contraception Choices
Pack’ and ‘The Essentials training manual on the basics of sex and
relationships education for secondary school age students’.
|
Cost |
All SHS clinics are free of
charge and confidential.
PASH sessions are free.
STI screening kits and
screening sessions are free.
There is a charge for some
of the training and education
resources. However, training
to support schools to become
‘Open Doors’ providers is free.
SHS also produces a range of
materials promoting the service
which are free of charge.
All costings are available
via the SHS website
sexualhealthsheffield.nhs.uk
under ‘Training’ or ‘Resources’. |
Contact Details |
For information about training,
education resources, PASH,
‘Open Doors’, and chlamydia
screening please contact: sexualhealthadmin@sth.nhs.uk or phone 0114 271 1859
You can also find information
about our service via the
website:
sexualhealthsheffield.nhs.uk
You can also follow us on
Twitter @SHSheffield or via our
Facebook page ‘Sexual Health
Sheffield’ or on Instagram at
‘SexualHealthSheffield’
11a, B Road, Royal Hallamshire
Hospital, Glossop Road,
Sheffield, S10 2JF |
Provider |
Golddigger Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the school environment, and extra-curricular activities within the community, for young people aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions and online support.
|
Cost |
Cost varies based on service and available charitable funding, contact for most up to date costings.
Community based services are free, accessed by community referral (MAST, CAMHS, Self-referral etc). There is no charge to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People, 10 Psalter Lane, Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
Substance Use/Misuse
Overview
Substance use/misuse can have an impact on young people’s lives -
for some it is experimental and short term use, while for others it is
more long term and can cause some problems for them.
Firstly, it’s important to recognise that as young people grow and
develop through their teenage years, experimentation around
substances can be involved, and will not always develop on to
further issues. For education providers it’s vital to keep an eye on
the impact that substance use is having and provide education and
support if issues arise. This might involve external support if they feel
that a young person is going beyond experimentation and putting
themselves or others at risk.
A young person doesn’t need to be addicted to alcohol or drugs to
have a harmful relationship with them. Alcohol and drug use can be
thought of as a spectrum, ranging from use that is occasional and low
risk (in the case of alcohol for example) to use that is out of control
and which can have serious effects on someone’s physical and
mental health.
People often think they should only get help for their drug or alcohol
use if it’s affecting their day-to-day life. In fact, many people use
alcohol or drugs in a ‘high functioning’ way and are able to continue
with their normal routine, such as going to school, work or college. If
not recognised harmful substance use could have a big impact on a
young person’s life and future.
An open and non-judgemental forum for discussion around issues
such as substance use is vital in education. This gives room for
young people to talk through any questions/concerns or issues they
may have – as many questions about drugs and alcohol either get answered incorrectly by peers or not answered at all.
It is important that all members of a school community (staff,
volunteers, parents / carers and pupils / students) have a good
understanding of drugs and alcohol and the impact they can have
on young people and their families, relationships and their future.
Other people’s substance misuse can also have an impact on
young people, and Sheffield has a strategy to ensure these young
people are supported. It’s always important to consider how
someone else’s substance use can affect a young person as it can
have far reaching effects if left unrecognised.
Good Practice
Think about how you can incorporate Drugs and Alcohol
information and education in:
- curricular or non-curricular activity.
- your code of conduct and school policies.
- PHSE provision.
- sex and relationship education or your equivalent.
Local Resources
The Safeguarding Children Board’s procedures that apply to all
organisations working with Children and Young People in Sheffield.
- These include sections on children and young people using
substances or living with substance use.
Training for professionals around substance use is available free
of charge from The Corner, this includes basic drug awareness
and Novel Psychoactive Substance information. Please visit www.
thecornersheffield.com for more details.
Bite size and full length training from Sheffield Children’s
Safeguarding Board is available also:
- Please see the SCSB Website for more details: Specific policies
for Schools and colleges can be provided from the local young
people’s substance misuse service, The Corner:
- This includes a drugs policy for school s - including New
Psychoactive Substances (NPS).
A screening toolkit has been created in Sheffield to support workers
to assess a young person’s substance use and decide the most
appropriate support required:
- The Screening Toolkit is available through The Corner – please
contact the service for more details.
Good Practice Resources
NICE Guidance Substance misuse interventions for vulnerable
under 25s (NICE 2007).
NICE Interventions to reduce substance misuse among vulnerable
young people evidence update April 2014 (NICE 2014).
Educational Toolkits
http://mentor-adepis.org/preventing-cyp-mental-healthproblems/
http://www.starsnationalinitiative.org.uk/content/activitiesand-resources
Resources for Young People
http://www.talktofrank.com/
http://knowthescore.info/
http://www.crew2000.org.uk/
https://www.lookoutzone.co.uk/default.aspx
http://www.drugsand.me/
Local Offers and Providers
Provider |
The Corner |
What they Offer |
Sheffield has a specific substance misuse service for Young people called The Corner (cgl), they
provide a wide range of support for young people and professionals:
The Corner is a free and confidential drug and alcohol service for young people aged 10-18 in
Sheffield. They offer advice and support to young people in the Sheffield area who are experiencing
problems with drugs and alcohol.
One-to-one work for young people who want support around their substance use
Targeted Group Work for vulnerable young people in SheffieldBespoke drugs and alcohol training for
professionals working with young people in Sheffield.
Telephone advice and consultation for young people and professionals.
Group work sessions which are age appropriate and individual one-to-one work, both of which
include creative activities, education, problem solving and confidence building. |
Cost |
Free |
Contact Details |
0114 275 2051
thecorner.sheffield@cgl.org.uk
www.thecornersheffield.co.uk
www.thecornersheffield.com |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Young Carers
Overview
The term ‘young carer’ refers to a child or young person who provides
substantial unpaid care for relatives who have long term physical or
mental illnesses, disabilities, and/or substance misuse issues.
1 in 12 children are young carers but many remain hidden until a
crisis hits. This may be due to a number of factors:
- The young person may not realise that they are a carer or that
their life differs from that of their peers.
- They don’t want to be perceived as different from their peers and
therefore are afraid of drawing attention to their caring role .
- They’re worried about bullying.
- They want to keep their identity at school separate from their
identity as a carer.
- They’re worried the school will show no interest in their situation.
- They’re worried about their family being split up.
- They’re worried about letting their family down by admitting they
need support.
Due to the prevalence and hidden nature of the issue, it is vital that
schools take an active role in the identification and support of young
carers within their school community. The key to doing this effectively
is through raising awareness and being proactive in their support:
allowing these children the chance to recognise their caring role and
feel safe enough to discuss it and seek help.
Key Facts*
- 1 in 12 children provide mid-to-high level care for someone in
their family. This means there are at least 7000 young carers in
Sheffield alone.
- According to a 2010 study, 39% of six to 18-year-olds
questioned said that not a single teacher at their school was
aware of their caring role.
- Young carers have significantly lower educational attainment
at GCSE level, the equivalent to nine grades lower overall than
their peers e.g. the difference between nine B’s and nine C’s.
- Young carers miss or cut short many school days every year.
The average was 48 school days missed or cut short because
of their caring role.
- 68% of young carers are bullied in schools, often for the
disabilities or appearances of their parents, and 38% had
mental health problems.
- Young adult carers aged between 16 and 18 years are twice as
likely to be not in education, employment, or training (NEET).
- Young adult carers appear to be four times more likely to have
to drop out of their college or university course than other
students.
Best Practice
Guidelines taken from page 3-5 of ‘Gaining an understanding of
young carers’.
- All staff need to be aware of the identifying signs of a young
carer.
- Pupils with caring responsibilities may in fact self-identify and
present themselves to a teacher or member of staff with whom
they feel comfortable.
- All staff should be aware of the schools process of sharing
information about the carer- in order to ensure proper
confidentially and privacy, and to prevent the carer having to
explain themselves several times. They should also know not to
discuss a pupil’s caring role in front of their peers.
Resources
Sheffield Young Carers:
Website which includes information on:
Films made by young carers sharing their experiences.
An extensive resource library for professionals.
How to apply for £300 grants for young carers.
How to access SYC support for young carers and their families.
Young Carers in Schools.
The Children’s Society including a link to ‘Molly’s Story’.
Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges - Sept 2019 (pages 7 and 94 of the guidance).
Legislation
Under the Care Act 2014 and Children and Families Act 2014,
young carers are now entitled to an assessment. In Sheffield, this is
a booklet which schools or other workers can complete with young
carers to explore ways to reduce their caring or the impacts of
caring.
Sheffield School Improvement Strategy
Under the Inclusion priority, we will “identify all young carers and
provide them, and their families, with appropriate support”.
References
* Information from the BBC, The Carers Trust, The Princess Royal Trust for Carers
and The Children’s Society. For local information, see reports from the Sheffield
Every Child Matters survey.
Local Offers and Providers
Provider |
Sheffield Young
Carers (SYC) |
What they Offer |
Support for young carers and families:
SYC offer one year of support to young carers aged 8-25 from
Sheffield to offer respite and build resilience.
This includes four x one-to-one sessions (in schools where possible),
a term of after-school groups, and holiday activities all year. Family
support is also available for adults with mental health issues and/or
substance misuse issues being cared for by their child.
Waiting lists apply.
Support for schools:
SYC coordinate a Young Carers Schools Network and offer member
schools a menu of activities and support to identify young carers and
develop school practice to support their emotional wellbeing. They
can provide free template assemblies, staff training, lesson plans,
and identification tools, plus group work and one to one materials for
identifying and supporting young carers in your school.
|
Cost |
Free services - funded until March
2019 and we will seek to secure
further funding to continue our
service after this. |
Contact Details |
sara.gowen@sycp.org.uk
laura.selby@sycp.org.uk
0114 258 4595 |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Youth Crime
Overview
Over the past decade, national youth crime figures have been falling
steadily. In January 2015, the number of children in custody was at an
all-time low of 981- the first time on record that the figure had fallen
below 1,000. That said, youth crime and anti-social behaviour is still a
threat to the overall well-being of young people and the opportunities
they have access to. Schools may provide an initial intervention in
helping to limit these unhelpful behaviours however this is not always
sufficient. As for those who are already offenders, re-offending rates
remain consistently high therefore support for these students is
crucial.
Furthermore, of those who offend, a significant number have been
the victim of abuse or experienced bereavement, and around half
of young people in custody have been in care at some point in their
lives. In addition to this, one third of young people in custody have
a mental health disorder which is three times higher than that of
the general population. Offending is therefore prevalent among the
most vulnerable young people in our society, with a combination of
difficult circumstances often forming a basis for the identification of
potential offenders.
There are a number of different measures in place to help prevent
youth offending, to identify those at risk of involvement in anti-social
behaviour and offending and rehabilitate those already convicted.
Key Facts
- 60% of children in the youth justice system have significant
speech, language or communication difficulties, and around a
quarter have a learning disability.
- Approximately half of young people in custody have at some
point been in care, and a fifth are still subject to care orders.
- Isolation is a big struggle for young people placed in custody as
they face separation from family and friends, as well as isolation
from their community as a whole.
- Many face great difficulties in re-entering education after such
an interruption, as well as difficulties with employment or
training.
- 72% of children released from custody re-offend within the year.
- 11% of all children in prison have attempted suicide.
- Less than 1% of all children in England are in care, but
children in care make up 33% of boys and 61% of girls in
custody.
Best Practice
If schools have concerns about a student at risk of getting into
trouble with the police, they can be referred to the Community
Youth Teams (CYT) for support. CYT will work with the school to
provide a whole family approach to diverting the young person
from offending behaviour, addressing any risk factors like substance
misuse or mental health needs, and engaging them in constructive
activity.
Education and speech and language therapists are integrated into
the Youth Justice Service, schools cannot refer but can liaise with
staff to support management of students in the justice system,
which also has specialist staff to support with education, substance
misuse, housing, physical and mental health.
Resources
Overview of government youth crime prevention programmes.
Local Offers and Providers
Provider |
Sheffield Youth
Justice Service |
What they Offer |
Assessments and interventions on referral from police and courts for young
people age 10-18 to prevent re-offending. |
Cost |
Free |
Contact Details |
0114 228 8555
youthjusticeservice@sheffield.gov.uk |
Provider |
Remedi |
What they Offer |
Restorative justice interventions, mediation between young people who have
committed an offence or anti-social behaviour and victims. |
Cost |
Free |
Contact Details |
www.remediuk.org
0114 253 6669
Referrals through YJS or CYT |
Provider |
Door 43
(Youth
Information
Advice and
Counselling
Service) |
What they Offer |
Direct access to a range of emotional wellbeing and practical support for
young people age 13-25 with a counselling offer and wellbeing café with
activities and support open 5-7pm on Tuesdays. |
Cost |
Free |
Contact Details |
0114 201 2774
Door43@sheffieldfutures.org.uk
43 Division Street open Monday
– Friday 9am - 5pm and Saturday
9.30am - 12.30pm
|
Provider |
Kooth |
What they Offer |
Online counselling support for 11-18 year olds in Sheffield. |
Cost |
Free |
Contact Details |
Register online: www.kooth.com |
Provider |
Golddigger Trust |
What they Offer |
Golddigger Trust is a Sheffield based Charity, offering a variety of wellbeing projects, both within the school environment, and extra-curricular activities within the community, for young people aged 11-19.
Services include:
1:1 Mentoring – Bespoke, flexible programmes of mentoring for students addressing specific needs identified. Minimum 6 sessions (usual course approx. 8-14 sessions).
Students accessing Golddigger Trust services via school can also access additional free services outside of school hours, including drop in youth clubs, sexual health clinic, sports and music sessions and online support.
|
Cost |
Cost varies based on service and available charitable funding, contact for most up to date costings.
Community based services are free, accessed by community referral (MAST, CAMHS, Self-referral etc). There is no charge to young people. |
Contact Details |
0114 327 1191
Golddigger Trust Centre For Young People, 10 Psalter Lane, Sheffield, S11 8YN
info@golddiggertrust.co.uk
www.golddiggertrust.co.uk |
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