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Working Effectively to Address Child Sexual Exploitation: an Evidence Scope

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Working Effectively to Address Child Sexual Exploitation: an Evidence Scope Working Effectively to Address Child Sexual Exploitation: An evidence scope Produced by Research in Practice as part of the Greater Manchester CSE Project, funded by the Department for Education Children’s Social Care Innovation Programme September 2015 Revised September 2017 © Research in Practice 1 Acknowledgements Research in Practice would like to extend heartfelt thanks to Jan Webb, Principal Lecturer and Professional Lead Child Health and Welfare at Greenwich University and lead author of the original version of this scope. Her hard work and that of Charlotte Oram, Research Assistant, over many months is much appreciated. We are thankful to busy colleagues in Wigan Council, Rochdale Borough Council and The Children’s Society for their ongoing input and passion for evidence. Thanks also to Sue Botcherby and Sara Scott for their input and support in the first version published in 2015. Our gratitude to Jessica Eaton who revised this scope in 2017 to reflect new evidence and practice wisdom. A labour of love indeed. © Research in Practice 2 Limitations of this review This evidence scope is not a systematic review; accordingly, the quality of each study or report was not assessed. However, it draws largely on published research, prioritising peer-reviewed literature where possible, and uses credible sources for policy literature and other sources of information. The literature used is largely recent, and, if not, then of enduring importance. A full description of the methodology can be found in Appendix A. This evidence scope was undertaken for the specific purpose of supporting colleagues involved in the Greater Manchester CSE Innovation Project in their efforts to redesign CSE services. As such, its purview has developed over time in response to their feedback and lines of enquiry; it does not offer a comprehensive review of all evidence related to CSE. This revised edition, published in 2017, reflects the emergence of new evidence and practice wisdom. This evidence scope formed one element within a range of research activities in the overall project in Wigan and Rochdale, including case file analysis, biographical interviews with young people, focus groups with staff and peer review. The messages within this scope reflect the review team’s interpretation of the evidence. © Research in Practice 3 Contents 1. Introduction ...............................................................................................................................................................5 1.1 Aims of the scope .........................................................................................................................................7 2. Background and context ...............................................................................................................................................8 2.1. Definitions ...................................................................................................................................................8 2.2. Background – The extent of the problem, incidence and prevalence ............................................................ 12 2.3. Historical perspectives and their influence on contemporary approaches .................................................... 15 2.4. Contemporary conceptualisations ............................................................................................................... 16 3. Vulnerability, risk and ‘models’ of CSE ....................................................................................................................... 26 3.1. Vulnerability and risk .................................................................................................................................26 3.2. ’Models’ of CSE and methods used .............................................................................................................34 3.3. Grooming is not a linear process ................................................................................................................ 37 4. Recognition and assessment ....................................................................................................................................... 37 4.1. Recognition of CSE .....................................................................................................................................38 4.2. Assessing needs and assessing risks ..........................................................................................................42 4.3. Approaches and tools .................................................................................................................................46 4.4. Considering complexity theory in relation to assessment .............................................................................50 5. Interventions .............................................................................................................................................................54 5.1. Overarching messages regarding models for intervention ...........................................................................54 5.2. Interventions designed to raise awareness among young people, communities and practitioners ...............56 5.3. Educational resources ................................................................................................................................ 57 5.4. Building resilience, building relationships and early help ...........................................................................60 5.5. Working with children at risk of, and those experiencing, CSE ....................................................................63 5.6. Therapeutic and trauma-informed interventions .........................................................................................65 5.7. Interventions with families .........................................................................................................................68 6. Multi-agency working and information sharing ...........................................................................................................71 7. Young person-centred practice and participatory approaches ..................................................................................... 73 8. Workforce considerations ........................................................................................................................................... 79 8.1. The role of supervision in ensuring a young person-focused service ...........................................................79 8.2. Supervision and assessment .......................................................................................................................80 8.3. Emotional impact of CSE, supervision and staff resilience ........................................................................... 81 9. Six key principles for service design and practice development ................................................................................... 83 References...................... ................................................................................................................................................... 87 © Research in Practice 4 1. Introduction This scope aims to support local areas in the continual development of child sexual exploitation (CSE) services by reviewing and critically appraising relevant evidence. The scope proposes six key principles for effective service design (see Section 9). Whilst this scope focusses on practice with children, it is the identification, early intervention, investigation, prevention, prosecution and monitoring of child sex offenders that will ultimately protect children. Professionals working in legal services, policing and the criminal justice system all have a critical role in reducing the abuse of children in society. The intervention and prosecution of sex perpetrators is, however, outside of the remit of this evidence scope. For those keen to explore these issues, there is an established body of empirical research, theories and practice evaluations focusing on child sex offenders and abusers in forensic psychology and criminology; in addition to practice guidance and advice for police, custodial services, probation and the wider network of practitioners. Protecting children and young people from sexual exploitation is a challenging area of practice across all sectors, including health, education, the police and third sector organisations, as well as social care and social work. It is a sensitive phenomenon around which there is still uncertainty about how to respond, in part due to its complexity. Although CSE may be a complex area, what is not in question is who causes CSE. The blame lies clearly with the perpetrators who exploit young people and cause them harm; this is irrespective of the behaviour or circumstances of the victim. This scope explores many factors that focus on young people, but this should not detract in any way from the fact that responsibility for the abuse lies with the perpetrator. Discussions within this scope actively challenge assumptions, practice and language that may contribute to victim blaming of children affected by CSE. Throughout the scope we use the terms ‘young person’ and ‘young people’ as well as ‘children’. Whilst it is vital to recognise that all persons under 18 years old are children, this scope presents a synthesis of findings and issues from different fields and these tend to adopt different language. In CSE,
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