• Child sexual exploitation prevention education : a rapid evidence assessment

      Bovarnick, Silvie; Scott, Sara; University of Bedfordshire; DSMS; Barnardo's (University of Bedfordshire, 2016-06-01)
      With their ability to reach the largest number of children and young people, schools have the potential to play an invaluable role in preventative education (Beckett et al 2013; The Education and Training Inspectorate 2014). However, while UK safeguarding policies recognise the unique position of schools and other educational settings in delivering prevention programmes to a ‘captive audience’ (OFSTED 2012; The Education and Training Inspectorate 2014), relatively little is known about what makes such work effective (Topping and Barron 2009). This briefing is based on a rapid assessment of the available evidence relevant to CSE prevention education. It brings together key messages from research and evaluation about what works to prevent sexual exploitation and promote healthy relationships. As specific evidence is limited, it also incorporates some messages from other kinds of prevention work in educational settings. It explores what successful interventions might look like, how they should be delivered, and what impact such interventions might be expected to achieve.
    • Direct work with sexually exploited or at risk children and young people : a rapid evidence assessment

      Bovarnick, Silvie; Scott, Sara; Pearce, Jenny J.; University of Bedfordshire; DSMS; Barnardo's (University of Bedfordshire, 2017-01-01)
      This review is intended to provide Barnardo’s with an overview of what ‘direct work’ with young people entails in the context of CSE. Part one explores the nature, types and contexts of direct work and gives an overview of the range of risks and vulnerabilities that direct work typically addresses. Part two focuses on the journey of direct work with young people in greater detail and outlines six core elements of direct interventions: 1. Engagement and relationship building 2. Support and stability 3. Providing advocacy 4. Reducing risks and building resilience 5. Addressing underlying issues 6. Enabling growth and moving on The discussion of each component is informed by what we know from research evidence to work in direct interventions with young people. We also give some practice examples to illustrate effective models of direct work. Part three provides a brief summary of the key features that underpin effective direct work with young people.
    • Outreach work : child sexual exploitation : a rapid evidence assessment

      Bovarnick, Silvie; McNeish, Di; Pearce, Jenny J.; University of Bedfordshire; DSMS; Barnardo's (University of Bedfordshire, 2016-09-01)
      This briefing is based on a rapid review of the available literature on outreach work with children and young people. It is intended to provide the ReachOut project with an overview of different approaches to outreach; what it generally aims to achieve; what distinguishes it from centre--‐based work and how it is applicable to children and young people involved in, or at risk of, child sexual exploitation. We highlight what is known about ‘detached’ and other approaches that aim to reach vulnerable populations who are not accessing mainstream services. We hope it will be useful in informing ReachOut’s thinking about the role and value of its own outreach activities.
    • Relationship-based practice and contextual safeguarding: key messages for practice

      Owens, Rachael; Ruch, Gillian; Firmin, Carlene Emma; Millar, Hannah; Remes, Ella; Contextual Safeguarding Network; University of Bedfordshire; University of Sussex; Barnardo's (Contextual Safeguarding Network, 2020-11-30)
      This briefing explores the relationship between Contextual Safeguarding and Relationship-based Practice within social care and related youth and community work. It considers the potential for bringing these two ideas together to create child protection practices that use relationships to build safety in extra-familial contexts.