Barnardo's – Running from Hate to What You Think Is Love
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Paradigm Research Social Research, Evaluation and Consultation Paradigm Research Social Research, Running fromEvaluation hate to what you thinkand Consultation is love: The relationship between running away and child sexual exploitation Emilie Smeaton Running from hate to what you think is love: The relationship between running away and child sexual exploitation Emilie Smeaton Acknowledgements Contents Part one: Introduction 7 There are many people to thank for their Thanks to Alison Worsley for her general support 1.1 Definitions used in the research and report 7 contribution and support in completing the action and work to complete this project. It should be 1.2 Setting the context: running away and CSE 8 research addressing the relationship between acknowledged that Alison played a key role in 1.3 The action research study addressing the relationship between running away and CSE 11 running away and child sexual exploitation. developing the evidence-based recommendations. Part two: Firstly, deepest thanks to the young people who Finally, thank you to Comic Relief for funding participated in the research and shared their lives this project. Research findings addressing the relationship between running away and CSE 17 and experiences. Thanks also to the professionals 2.1 Indication of prevalence of both running away and CSE 18 2.2 The relationship between running away and CSE 18 and parents who facilitated young people’s Further information participation in the research. 2.3 Impacts of experiencing running away and CSE 40 For more information about the research, Thank you to all the professionals who contributed please contact: Part three: to the research by sharing their views and [email protected] Diversity and running away and CSE 46 experiences. [email protected] 3.1 Boys and young men 47 Thank you to Dr Myfanwy Franks (Associate, 3.2 Black and minority ethnic (BME) young people 48 Paradigm Research) for the work she carried out on 3.3 Young people with learning disabilities and learning difficulties 54 the second level analysis. 3.4 Lesbian, gay, bisexual and transgender (LGBT) children and young people 55 Thank you to Alison Worsley (Deputy Director Part four: – Strategy, Barnardo’s), Julie Harris (Assistant Director for Research and Evaluation, Barnardo’s), Professionals and young people’s experiences and views of measures Caroline Paskell (Senior Research and Policy to address running away and CSE 57 Officer, Barnardo’s) and Dr Myfanwy Franks for 4.1 Resource issues 58 acting as ‘critical friends’ and providing feedback 4.2 Factors relating to multi-agency approaches to running away and CSE 61 on the draft report. 4.3 Factors relating to collating and sharing data and information 66 4.4 The need to improve professionals’ awareness and knowledge through training 68 The members of the Research Dissemination Group have provided valuable support and contributions 4.5 Factors relating to the local authority 72 to the project so thank you to: 4.6 Factors relating to the criminal justice system 75 4.7 Factors relating to specialised projects working with young people ■ Joe Apps (Missing Persons Bureau Manager) who experience both running away and CSE 78 ■ Jane Birkett (Crime Analyst, 4.8 Factors relating to parents and carers of young people who experience Missing Persons Bureau) running away and CSE 79 ■ Julie Dawber (Targeted Safeguarding 4.9 Factors relating to direct practice with children and young people Team Leader, Department for Education) who experience running away and CSE 82 ■ Carlene Firmin MBE (Principal Policy Adviser, Office of the Children’s Commissioner Part five: for England) Discussion of the research findings 94 ■ Dr Sandra Gulyurtlu (Researcher, Office 5.1 Recognising the relationship between running away and CSE 94 of the Children’s Commissioner for England) 5.2 Who does running away and CSE affect? 97 ■ Charlie Hedges (Manager, Missing, Abducted 5.3 Reaching young people who experience running away and CSE 98 and Kidnapped Children, Child Exploitation and 5.4 Responding to young people who experience running away and CSE 99 Online Protection Centre (CEOP) Part six: ■ Bina Parma (Specialist Team Member, Recommendations and actions for national and local policy and practice 108 National Working Group) 6.1 Commissioning and funding 108 ■ Nicola Sharp (at the time of membership 6.2 Managing risks 109 of the Research Dissemination Group, Director 6.3 Improving and sharing knowledge and information 114 of Policy and Advocacy, Missing People) 6.4 Roles and responsibilities 115 ■ Natalie Williams (Policy Officer, 6.5 Supporting young people and parents and carers to address running away The Children’s Society) and CSE and move forward into the future 117 6.6 Diversity 119 6.7 Gaps in knowledge 121 4 Running from hate to what you think is love: The relationship between running away and CSE Running from hate to what you think is love: The relationship between running away and CSE 5 Part one: Introduction Since the 1990s research focused on running running away and CSE in England, which was away, child sexual exploitation (CSE) and funded by Comic Relief. This report presents youth homelessness has documented that an our findings. intrinsic relationship exists between running away and CSE. A review of this research The remainder of this introductory section of literature (Smeaton, 2011)1 reveals that: the report focuses upon the following: ■ None of the research projects addressing ■ defining running away and CSE used in the running away have explored the issue of research and the report CSE in depth. A 2009 study (Smeaton, ■ setting the policy and practice context of 2 2009) exploring the experiences of running away and CSE in England particularly vulnerable and marginalised ■ providing details of the action research young people who become detached from study addressing the relationship between parents and carers for four weeks or more running away and CSE, including the offers the most in-depth exploration of the research methodology and the consultation relationship between running away and with young people and professionals. CSE. However, these findings cannot be applied to all young people who run away. ■ While sexual exploitation is experienced by some children and young people who 1.1 run away, research findings suggest that Definitions used in the the majority of young runaways do not research and report experience CSE. ■ The limited evidence relating to practice 1.1.1 responses to young people who run away Definition of running away suggest that, while there are examples of good practice, because of the challenges The term ‘running away’ is used to describe involved in working with young people young people either leaving home or care, who experience both running away staying away without permission or being and CSE, it can be difficult to achieve forced to leave home by parents and carers. positive outcomes. The term is often used to describe being away ■ Previous research has started to explore from home or care for one night or more. the relationship between running away and CSE but there is need for research that It is important to note that while some young explicitly explores this relationship. people are reported as missing to the police by parents and carers when they run away, it In recognition of this gap in learning, is not appropriate to use the terms ‘running Barnardo’s and Paradigm Research developed away’ and ‘going missing’ interchangeably. a proposal to undertake an action research study to address the relationship between The Association of Chief Police Officers (ACPO) has defined ‘missing’ as3: 1 Smeaton E (2011) A Review of Research Findings Addressing the Relationship between Running Away and Child Sexual Exploitation. Unpublished Paper. 3 Section 5 addresses the Association of Chief Police Officers 2 Smeaton E (2009) Off the Radar: Children and Young People and the College of Policing’s definitions of risk and Living on the Streets in the UK. London: Sandbach. consideration of risk. 6 Running from hate to what you think is love: The relationship between running away and CSE Running from hate to what you think is love: The relationship between running away and CSE 7 Part one: Part one: Introduction Introduction “Anyone whose whereabouts cannot be for example the persuasion to post sexual provided learning about the effectiveness (Evans et al, 2007)15 of local authorities and established and where the circumstances images on the internet/mobile phones with of interventions with young people who police forces, which demonstrated that there are out of character or the context no immediate payment or gain. In all cases, run away, alongside learning about specific had been inconsistent implementation of suggests the person may be a subject of those exploiting the child/young person subgroups of young runaways and their government guidance to meet the needs of crime or at risk of harm to themselves or have power over them by virtue of their age, experiences. young runaways. another person.” gender, intellect, physical strength and/or (ACPO, 2013; 5)4 economic or other resources.’ Since 2001, following the publication of Still In 2008 the government launched its Young Running (Safe on the Streets Research Team, Runaways Action Plan (DCSF, 2008)16 with There are some factors relating to running (National Working Group for Sexually 1999)9, the Government’s Social Exclusion updated guidance, a review of emergency away that require specific consideration and Exploited Children and Young People, 2008)7 Unit (SEU) produced a consultation report accommodation for young runaways and the appropriate responses as the majority of on young runaways (Social Exclusion Unit, introduction of a national indicator, NI71, young people who run away are not reported 2001)10 and a second publication11 in 2002 monitoring local authorities’ performance as missing to the police (Rees & Lee, 2005; 1.1.3 offering guidance for establishing policy and relating to young people who go missing from Smeaton & Rees, 2005)5.