Unprotected, Overprotected: Ireland (SBNI) (2013) Strategic Plan of the Sample of the Young People Meeting the Needs of Young 2013–2016

September 2015 Unprotected, Northern Ireland briefing: Mary Anne Webb overprotected: (Barnardo’s NI) meeting the needs of young people with learning disabilities who experience, or are at risk of, sexual exploitation

Anita Franklin, Phil Raws and Emilie Smeaton

Paradigm Research Social Research, Evaluation and Consultation Introduction multi-agency arrangements for Policy context for CSE, which has implications Northern Ireland Although child sexual exploitation for whether those experiencing (CSE) can, by its very nature, or at risk of CSE are identified The Barnardo’s NI Not a world be difficult to detect, a growing or receive support. away research brought the issue body of evidence has given some of CSE to the fore in Northern indication of the extent of CSE, ■■ Young people with learning Ireland.6 Established in 2012, the the different forms it takes, and disabilities can face a number Safeguarding Board for Northern its impact on victims.1 Research of challenges to disclosing Ireland (SBNI) subsequently focused on CSE in relation to CSE, including the negative prioritised CSE from the outset specific groups of young people responses of professionals. and is taking a strategic lead – including those with learning on this issue. While learning disabilities – has, however, been disability is not specifically limited. To address this knowledge Definitions used in the mentioned in the SBNI’s gap and to usefully inform policy research3 Strategic Plan, disabled children and practice development, Comic and young people are noted Relief commissioned a UK-wide Sexual exploitation: ‘The as a priority group requiring study,2 the main aim of which sexual exploitation of children protection from abuse.7 was to increase understanding of and young people under the how to meet the needs of young age of 18 involves exploitative Following police identification people with learning disabilities situations, contexts and of 22 young people as possible who experience, or are at risk relationships where young victims of CSE in 2013, an of, CSE. The findings of this people (or a third person or independent one-year inquiry project are presented in the report persons) receive ‘something’ began to establish the nature Unprotected, overprotected. (e.g. food, accommodation, of CSE in Northern Ireland and drugs, alcohol, cigarettes, the effectiveness of responses. One of four nation-specific affection, gifts, money) as a Evidence given to the Inquiry briefings, this paper presents result of performing, and/ included many concerns about a summary of the key findings or others performing on the vulnerability of children and from the study. These clearly them, sexual activities. Child young people with a learning demonstrate the need for sexual exploitation can occur disability, especially where this policy and practice change in through the use of technology is mild and undiagnosed, and Northern Ireland, as set out in without the child’s immediate for those with language and the recommendations from the recognition, for example the communication difficulties. The research that are detailed at the persuasion to post sexual Inquiry further highlighted end of this briefing. images on the internet/mobile that disabled children can phones with no immediate be particularly affected by payment or gain. In all cases, Key findings exploitation involving social those exploiting the child/young media. It resulted in 17 key person have power over them ■■ Young people with learning recommendations and a further by virtue of their age, gender, disabilities are vulnerable to 60 supporting recommendations,8 intellect, physical strength CSE due to factors that include including that schools should and/or economic or other overprotection, social isolation receive guidance on how they can resources.’4 and society refusing to view provide flexible support sessions them as sexual beings. about CSE that are accessible for Learning disability meets parents and carers of disabled three criteria: ■■ Lack of awareness of the sexual children. The Department of a. a significantly reduced exploitation of young people Health, Social Services and Public ability to understand new with learning disabilities Safety (DHSSPS) has set up a or complex information, to among professionals response team with responsibility learn new skills (impaired also contributes to their for the implementation of the intelligence), with; vulnerability. CSE Inquiry’s recommendations. b. a reduced ability to cope Also of note, the revised CSE independently (impaired ■■ There are gaps in national risk assessment tool now social functioning); policy and a lack of used in Northern Ireland c. which started before implementation of current includes learning disability as a adulthood, with a lasting guidance. vulnerability factor.9 effect on development.5 ■■ Young people with learning Furthermore, in August 2015, disabilities are often not the Department of Education specifically considered in local issued revised guidance for schools on relationship and conditions (ASC) including people, and disabled children sexuality education (RSE) and Asperger syndrome; in particular.’ drugs education. This guidance dyslexia; attention deficit references the recent inquiries hyperactivity disorder (Professional) into CSE and provides an (ADHD); dyspraxia; opportunity for schools to play a emotional and behavioural Case study preventative role by improving difficulties; attachment awareness among staff of the Tom, aged 15, was sexually disorders; emotional vulnerability factors and current exploited by an older male who deregulation disorder; and indicators of CSE. groomed him via Facebook. mental health needs. The older male told Tom that About the research he loved him and wanted to be Findings his boyfriend. He also told him that he was 18, when he was The methodology10 encompassed actually 37. Tom explained that, both qualitative and quantitative Vulnerability factors because of his autism, he found data collection across the UK, it particularly challenging to including: a literature review and ■■ Overprotection, understand why someone would policy analysis; a survey of local disempowerment and social lie to him and say something authorities/Health and Social Care isolation of young people they did not mean: Trusts (HSCTs);11 a CSE practice with learning disabilities survey;12 a survey of projects all contribute to increased ‘He said he loved me and working with young people vulnerability to CSE. wanted to be my boyfriend. with learning disabilities;13 and Why would he say those interviews with stakeholders and ■■ Society often refuses to view things if he didn’t mean with children and young people young people with learning them? I wanted a boyfriend with learning disabilities who disabilities as sexual beings, so why would I not have have experienced, or are at risk of, making it harder for people someone as my boyfriend sexual exploitation. to accept that they can be who said he wanted to be sexually exploited. my boyfriend?’ About the young people Tom said he did not tell his who participated in the ■■ Professionals’ understanding social worker, or any other research of ‘capacity to consent’ to sex professionals, that he was by young people with learning having a sexual relationship ■■ Twenty-seven young people disabilities was raised as a with an older male because no with learning disabilities concern. one asked him. When asked were interviewed, ranging whether he would have told his in age from 12 to 23 years ■■ Lack of accessible sex and social worker if she had asked old; seven were male and 20 relationships education, him, Tom said he did not know were female. including information about because his older boyfriend had how to stay safe online, for told him that he must not tell ■■ The majority of the sample young people with learning anyone about their relationship were white British (n=22), disabilities was seen as as Tom would get in trouble: with five young people from creating vulnerability.15 black and minority ethnic ‘He said it was a secret… communities. ■■ Young adults aged 18 and He said that lots of people older who are at risk of sexual thought that people with ■■ Fifteen young people exploitation may fall through autism shouldn’t have had been identified as the gap between children’s and boyfriends or girlfriends experiencing CSE and the adults’ services. and that they would be remainder were identified as angry with me if they being at risk of CSE.14 ■■ There was a lack of awareness knew I had a boyfriend.’ and training of professionals, ■■ Fifteen had a Statement of both in terms of sexual Special Educational Needs exploitation and concerning Policy, guidance and local or nation-specific equivalent. learning disabilities. strategies

■■ In addition to a learning ‘I’m really quite shocked ■■ Gaps were identified in disability, the following at some of the professional national policy and guidance impairments were also attitudes towards disabled in relation to (i) the importance noted across the sample: of introducing compulsory sex autistic spectrum and relationships education for all young people in every when there is a multi-agency ■■ Low levels of awareness of school and (ii) a clearer response, young people with CSE affect the identification obligation on local areas learning disabilities are viewed of CSE, particularly in terms and individual agencies to in the same way as other young of young people with learning address the particular needs people who experience, or are disabilities, who are often of young people with learning at risk of, CSE. ‘invisible’ within services. disabilities. ■■ Professionals from the ■■ Only 31 per cent of local Multi-agency working and statutory sector explained authorities and Health and sharing of information that a multi-agency forum, Social Care Trusts (HSCTs) established by a specialist CSE stated that the numbers ■■ There is widespread variability service, had led to improved of young people with of multi-agency working information-sharing between learning disabilities could be occurring in practice, despite relevant agencies, including identified in the CSE figures it being seen as critical to this information about learning they collated. group of young people. disabilities. They added that regular meetings between ‘If they’re aware of the issues ■■ Learning disability often does social care and the police and they recognise that a not specifically feature within provided another opportunity young person’s being sexually current information-sharing for this to happen. exploited and they’re not processes and systems. just “a willing participant” Identification or “choosing this” and that ■■ Professionals in Northern there are other factors Ireland pointed to the Inquiry ■■ There is a wide variety in underlying it, if they’re (Marshall, 2014) and thematic processes, systems and the taking that view, then they review16 as indicative that criteria used to identify and respond more positively. But responses to CSE in general record CSE and young people their response is inconsistent have not been adequate. with learning disabilities. across Northern Ireland. They also highlighted that One of the things the police is doing to change [the inconsistent response] is they’re restructuring the Public Protection Units to align themselves to the […] five [Health and Social Care] Trusts – so they are making attempts to have a bit more consistency.’

(Professional)

Agency responses

■■ Young people and professionals in CSE or learning disability services had mixed views and experiences of other agencies’ understanding of CSE, their attitudes and responses, including in relation to social workers, schools, the police and the Crown Prosecution Service.

Referrals to specialist CSE services

■■ The majority of specialist CSE services request information about learning disabilities at the time of referral. Around organisations will say: “That’s just a wee bit late now,” when actually you can really very much see that [the young person] is not doing well in school, they’ve ended up in the residential care system; there’s just something not quite right, but there are challenges to actually getting them referred.’

(Professional)

Disclosure of CSE When it comes to disclosure, many young people explained that three factors may have inhibited them from telling someone:

■■ They did not understand, recognise or accept that they were being sexually exploited.

■■ Even when they had become aware that something was not right about what was happening to them, they had concerns half said that this information Diagnosis and assessment about the consequences of is only provided some of the telling somebody. time or rarely, and that it ■■ Many of the young people varies in quality. with learning disabilities ■■ There was no one whom currently being supported by they regarded as being an ■■ Specialist CSE services could CSE services did not meet the appropriate person to talk often be working with a young high thresholds for learning to – someone they were person and have concerns disability services, but had confident would listen to and about a learning disability that unmet needs associated with believe them, and whom they has not been assessed. their impairment. could trust. Young people also said that ■■ Some young people had not ■■ Professionals identified that disclosure to a professional been properly informed – a lack of recognition and/ had, in most cases, taken time or told in a way they had or proper diagnosis and and only occurred once a long- understood – why they were assessment of learning needs term relationship had been built being referred. They recalled was negatively impacting on with one worker, usually from a being confused or unhappy the protection of young people specialist CSE service. about this but, once they with learning disabilities and knew their worker better, had the provision of support. Diversity welcomed the support. ■■ CSE professionals can struggle ■■ Further work is needed to ‘I mean: why would you tell to get young people referred to understand issues around someone they were going to children’s and adults’ learning gender, ethnicity, sexual a project so they could get disability services. identity and sexuality and help to keep safe? It made me young people with learning think that I wasn’t safe. […] I ‘I find that the older the disabilities who experience, just worried that I wasn’t safe young people get – so, say or are at risk of, CSE. and I didn’t know why.’ 13, 14, 15, 16 – we certainly find that there is a barrier (Tom, aged 15) there. We find that other Outcomes and meeting need Specialist CSE services are able to work with young people to achieve a range of positive outcomes. From the young people’s perspectives, these outcomes include: ■■ increased understanding of CSE, risk and keeping themselves safe

■■ considering consequences and recognising healthy relationships

■■ improved relationships with family and understanding of friendships

■■ improved mental, physical and sexual health

■■ engaging with education, moving into paid employment, or planning for the future. Disclosure of CSE or risk of CSE was recognised as an interim outcome and identified as supporting the achievement of other longer-term outcomes for some young people. ‘They should teach kids what out in the recommendations it is and what they can do to below. When considering these, Recommendations from make sure it doesn’t happen it is important to bear in mind young people to them.’ that, despite the primary focus having been on young people To prevent young people with (Lizzie, aged 17) with learning disabilities, the learning disabilities from evidence gathered indicates experiencing, or being at risk Conclusion that the recommendations are of, CSE, and to improve support, equally applicable to young the young people identified four A small number of UK studies people with learning difficulties key areas where improvements have reported that young and autistic spectrum conditions could be made: people with learning disabilities (including Asperger syndrome). ■■ Education and information or difficulties constitute a They are also relevant to on sex and relationships and significant minority of sexually young people whose learning exploitation exploited young people17 and disability has not been assessed that young people with learning or diagnosed and who may ■■ Earlier, child-centred disabilities or difficulties are not meet the high eligibility general support for young at increased risk of CSE.18 The threshold for disability services. people so that issues do not evidence from this project has escalate and create risk; this shown that unless attention is Although each of the includes being listened to by paid to the additional barriers recommendations plays a part professionals and issues faced by this group of in improving the situation, young people, their exploitation they should be implemented ■■ Support to meet their will remain invisible and in combination to produce specific learning needs continue. The research findings effective and sustainable change. make a clear case for changes Coordinated action across a ■■ Access to more CSE services. to policy and practice, as set number of areas is required to meet the needs of young people e. Multi-agency responses to agency training at a local with learning disabilities who young people with learning level to professionals whose experience, or are at risk of, CSE. disabilities who experience, work includes responsibility or are at risk of, CSE should for the safety and welfare Summary of focus on meeting their of children should ensure 19 recommendations for individual needs. that this incorporates Northern Ireland information on both CSE and 1. The Northern Ireland Executive 3. The Northern Ireland learning disabilities. must ensure the development, Executive and local agencies, revision and implementation of including schools, should take an 6. CSE campaigns and legislation, policy and guidance active role in raising awareness awareness-raising activities at in NI to meet the needs of young of CSE among young people national and local levels in NI people with learning disabilities with learning disabilities and should include a focus on young who experience, or are at risk their parents and carers, and people with learning disabilities of, CSE. This should include the equip and empower them with and be aimed at all stakeholder following changes: the skills and knowledge to keep groups to raise awareness of safe and seek help. the sexual exploitation of these a. The development of a Northern young people and encourage Ireland CSE strategy and f. All schools should implement action to improve protection. action plan and the revision of the updated guidance from statutory and practice guidance the Department of Education The full research report, practice addressing CSE and child relating to sex and relationships guide, executive summary and protection should incorporate education, with information easy-read version of the summary information relating to young adapted and made accessible. can be found at: www.barnardos. people with learning disabilities org.uk/cse-learning-disabilities and include: vulnerability g. Information and guidance on References to CSE; prevention of CSE; sex, relationships, keeping safe identification of young people and risk-taking must form part 1 Berelowitz, S; Clifton, J; Firmin, C; Gulyurtlu, S; Edwards, G (2013) “If who have experienced CSE; and of every child’s plan (education, only someone had listened”: The Office meeting their individual needs. health and/or care plan). of the Children’s Commissioner’s inquiry into child sexual exploitation in gangs and groups Final Report. b. The Department of Health, 4. Regulatory bodies for Office of the Children’s Commissioner, Social Services and education, social care, health London. and criminal justice in Northern Berelowitz, S; Ritchie, G; Edwards, G; Public Safety (DHSSPS)’s Gulyurtlu, S; Clifton, J (2015) “If it’s implementation plan in Ireland should ensure that all not better, it’s not the end”: Inquiry inspections, including those into child sexual exploitation in gangs response to the Marshall CSE and groups: One year on, Office of the Inquiry should actively consider relating to child protection or Children’s Commissioner, London. the needs of young people with CSE, incorporate a focus on Smeaton, E (2013) Running from responses to young people with hate to what you think is love: the learning disabilities across relationship between running away the Inquiry’s wide range of learning disabilities. and CSE. Barnardo’s, London recommendations. Barnardo’s, (2014) Hidden in plain sight: A scoping study into the sexual 5. Professionals, practitioners exploitation of boys and young men in 2. Multi-agency arrangements and volunteers in Northern the UK. Policy briefing. Barnardo’s, Ireland should be better London must lead to an effective response Brodie, I & Pearce, J (2012) Exploring to young people with learning equipped to respond to young the Scale and Nature of Child Sexual disabilities who experience, or are people with learning disabilities Exploitation in Scotland http://www. gov.scot/Resource/0040/00404853. at risk of, CSE. who experience, or are at risk pdf, accessed 4 May 2015. of, CSE. Smeaton, E (2009) Off the Radar: Children and Young People Living c. The Safeguarding Board on the Streets in the UK Railway for Northern Ireland (SBNI) h. Organisations responsible for Children, Sandbach should ensure that key the pre-qualification training Beckett, H (2011) ‘Not a World Away’: curricula and induction of The Sexual Exploitation of Children agencies identify a designated and Young People in Northern Ireland strategic and operational CSE professionals whose work Barnardo’s, London involves young people and Home Affairs Committee (2013)Child lead for disabled children and sexual exploitation and the response young people. families should make sure to localised grooming: Second that learning disability report of session 2013–14. House of and CSE are included as Commons, London. d. Multi-agency CSE mapping 2 The project was undertaken by a five- activity should take place and core topics for study and partner consortium of Barnardo’s, incorporate a focus on the risks preparation for practice. the British Institute of Learning Disabilities (BILD), Coventry to young people with learning University, Paradigm Research and disabilities, to support with i. Bodies that commission, and The Children’s Society. assessment and response. agencies that deliver, multi- 3 These definitions, which are was achieved (71 responses). One of Smeaton, E (2009) Off the Radar: commonly used in the UK, were used the five HSCTs in Northern Ireland Children and Young People Living to frame the research; however, please completed this survey, indicating on the Streets in the UK Railway note a different, recently agreed a response rate of 20 per cent for Children, Sandbach definition of sexual exploitation Northern Ireland. 18 Beckett, H (2011) ‘Not a World Away’: being used in Northern Ireland 12 Twenty-three services responded to The Sexual Exploitation of Children by professionals working in a the CSE practice survey. Within this, and Young People in Northern Ireland safeguarding capacity. 14 responses were received from Barnardo’s, London 4 National Working Group for Sexually specialist CSE services and nine from Smeaton, E (2013) Running from Exploited Children and Young People more generic services that worked hate to what you think is love: the (2008). http://www.nwgnetwork.org/ more broadly with disadvantaged relationship between running away who-we-are/what-is-child-sexual- young people. and CSE. Barnardo’s, London exploitation. 13 Fourteen projects responded, 19 The range of UK-wide 5 Department of Health (2001) Valuing including those from across the recommendations and supplementary people: A new strategy for learning voluntary sector, schools, and health recommendations are available in disability for the 21st Century. and social care. the full research report. Some have Department of Health, London. 14 CSE specialist workers reported that been adapted here for the audience in 6 Beckett, H (2011) ‘Not a World Away’: it is quite often the case that they Northern Ireland. The Sexual Exploitation of Children support young people considered and Young People in Northern Ireland at risk of CSE and a disclosure or Barnardo’s, London. discovery of sexual exploitation 7 Safeguarding Board for Northern occurs, so it is possible that more Unprotected, overprotected: Ireland (SBNI) (2013) Strategic Plan of the sample of the young people meeting the needs of young 2013–2016. SBNI, Northern Ireland. could be experiencing CSE, or had 8 Marshall, K (2014) Child sexual experienced CSE at the time of the people with learning disabilities exploitation in Northern Ireland: interview, than identified. who experience, or are at risk of, Report of the Independent Inquiry. 15 Specific issues were highlighted sexual exploitation RQIA, Northern Ireland. around the inaccessibility of Northern Ireland briefing: Mary 9 Health and Social Care Board information for young people with Anne Webb (Barnardo’s NI) (2014) Interim Regional Guidance learning disabilities relating to – Management of Child Sexual sexual orientation in general and Exploitation Referrals http://www. homosexuality in particular. © Barnardo’s, 2015 belb.org.uk/Downloads/cpsss_ 16 Following police identification of 22 All rights reserved management_of_child_sexual_ young people as possible victims, the exploitation_referrals.pdf SBNI was asked to conduct a thematic No part of this briefing, including 10 Ethical approval was sought from review of CSE in late 2013; the images, may be reproduced or and granted by Coventry University’s findings have not yet been published. stored on an authorised retrieval Ethics Committee and Barnardo’s 17 Brodie, I & Pearce, J (2012) Exploring Research Ethics Committee (BREC). the Scale and Nature of Child Sexual system, or transmitted in any form 11 An overall response rate of 34 per cent Exploitation in Scotland or by any means, without prior permission of the publisher.

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