Brain Injury

Topics: Abuse, Child abuse, Bullying Pages: 2 (513 words) Published: May 31, 2014
2.1 Describe the possible signs, symptoms, indicators or behaviours that may cause concern in the context of safeguarding.

A Person may abuse by either inflicting harm or failing to prevent the harm occurring. Some of the behaviours indicating possible concern with regards to safeguarding children are:

Physical abuse: such as bruises to parts of the body, fingertip bruising (grasp mark), bruises of different ages in the same place. Outline bruises (hand prints, belts or shoes). It could be burns, bites and scars and fractures, poisoning or drowning. Physical harm could also be when a parent/carer makes up medical symptoms or deliberately causes illness in a child/young person

Neglect: such as the child/young person being undernourished, having dirty skin and hair, dirty or soiled clothing, inappropriate clothing for the weather, hunger and stealing food, always being tired, being withdrawn, being left unsupervised inappropriately and not being given any medical care. Neglect may also occur in pregnancy, if the mother is taking illegal drugs or excessive alcohol.

Sexual: abuse such as recurrent urinary infections, genital and rectal itching and soreness, inappropriate behaviour regarding age and ability, inappropriate level of sexual knowledge, and sexual abusive behaviour toward others, lack of trust, regression, become isolated and withdrawn.

Emotional abuse such as low self-esteem, attention seeking behaviour, nervous behaviour, continual rocking, hair twisting, delayed development, and self harming.

Donna.Curley@wiltshire.gov.uk

2.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting

If a child or young person alleges they have been harmed or abused I would listen carefully to them and stay calm. I would not show repulsion or shock. I would show that I believed the child and would reassure them. I would give them time to talk and...
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