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If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
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According to the HTML specification being tested against, the tag must have an end tag. Sometimes this error is caused by improperly nested tags where the end tag exists but cannot be matched with the corresponding start tag. See XHTML 1.0. <meta name="viewport" content="width=device-width, initial-scale=1.0">
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8 Bullying | Haringey Foster Carer Handbook
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47 <div id="content_frame_overflow">
47 <div class="content_text">
48 <h1>
48 Bullying
48 </h1>
49 <div class="scope_box_blue">
50 <p style="font-weight:500; font-size: 140%;">
50 Standards & Regulations
50 </p>
51 <p>
51 Fostering Services National Minimum Standards (England) 2011:
51 </p>
52 <ul>
53 <li>
53 <a href="http://www.minimumstandards.org/fost_one.html" target="_blank">
54 Standard 1 - The child’s wishes and feelings and those significant to them
54 </a>
54 .
54 </li>
55 <li>
55 <a href="http://www.minimumstandards.org/fost_four.html" target="_blank">
55 Standard 4 - Safeguarding Children
55 </a>
55 .
55 </li>
56 </ul>
57 Training, Support and Development Standards for Foster Care:
59 <ul>
60 <li>
60 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
60 Standard 2 - Understand your role as a foster carer
60 </a>
60 .
60 </li>
61 <li>
61 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
61 Standard 4 – Know how to communicate effectively
61 </a>
61 .
61 </li>
62 </ul>
63 <p>
63 For further information see also:
63 </p>
64 <ul>
65 <li>
65 <a href="http://www.bullying.co.uk" target="_blank">
65 bullying.co.uk
65 </a>
65 </li>
66 <li>
66 <a href="http://www.anti-bullyingalliance.org.uk/" target="_blank">
66 Anti-bullying Alliance (ABA)
66 </a>
66 </li>
67 <li>
67 <a href="http://www.antibullying.net/" target="_blank">
67 Anti-bullying Network
67 </a>
67 </li>
68 <li>
68 <a href="http://www.kidscape.org.uk/" target="_blank">
68 Kidscape
68 </a>
68 </li>
69 <li>
69 <a href="http://www.bullywatch.org/" target="_blank">
69 Bully Watch
69 </a>
69 </li>
70 <li>
70 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444865/Advice_
for_parents_on_cyberbullying.pdf" target="_blank">
70 DfE, Advice for Parents and Carers on Cyberbullying (2014)
70 </a>
70 </li>
71 <li>
71 <a href="http://www.londoncp.co.uk/chapters/bullying.html" target="_blank">
71 Part B3, ‘Bullying’, London Child Protection Procedures
71 </a>
71 </li>
72 </ul>
73 </div>
74 <p>
74 <br />
75 The Children's Guide should also contain information and advice on dealing with bullying.
75 </p>
76 <p>
76 Foster carers’ should look out for signs of bullying and should take steps to prevent it.
76 </p>
77 <p>
77 Your Safer Caring policy should address bullying and cover:
77 </p>
78 <ul>
79 <li>
79 Putting in place clear rules within the house that bullying is not acceptable and what actions
will be taken if you suspect bullying or are told of bullying happening.
79 </li>
80 <li>
80 Making it clear to children what is acceptable behaviour.
80 </li>
81 <li>
81 Providing opportunities for children to think about the issue of bullying e.g. writing stories
or poems or drawing pictures about bullying.
81 </li>
82 <li>
82 Having discussions about bullying and why it matters.
82 </li>
83 <li>
83 Being good role models as foster carers.
83 </li>
84 </ul>
85 <p>
85 Many Looked After Children experience bullying at school, in the local area and sometimes from
other children in the foster home.
85 </p>
86 <p>
86 Bullying can include:
86 </p>
87 <ul>
88 <li>
88 Name calling and teasing.
88 </li>
89 <li>
89 Threats and theft.
89 </li>
90 <li>
90 Physical violence.
90 </li>
91 <li>
91 Damage to belongings.
91 </li>
92 <li>
92 Leaving people out of activities deliberately.
92 </li>
93 <li>
93 Spreading rumours.
93 </li>
94 <li>
94 Bullying by mobile phone, text message, e-mail or social networks such as Facebook and Twitter.
94 </li>
95 </ul>
96 <p>
96 Some signs of bullying can be:
96 </p>
97 <ul>
98 <li>
98 Not wanting to go to school.
98 </li>
99 <li>
99 Unexplained bruises.
99 </li>
100 <li>
100 Torn clothing.
100 </li>
101 <li>
101 Need for extra money.
101 </li>
102 <li>
102 Continually losing belongings.
102 </li>
103 <li>
103 Problems sleeping.
103 </li>
104 <li>
104 Sudden loss of appetite.
104 </li>
105 <li>
105 Problems at nursery/school/college/placement.
105 </li>
106 <li>
106 Withdrawn behaviour or temper tantrums.
106 </li>
107 <li>
107 Unusually hungry at the end of the school day (lunch money being taken).
107 </li>
108 <li>
108 Rushing to the bathroom after school (fear of going to the school toilets).
108 </li>
109 <li>
109 Self harming.
109 </li>
110 <li>
110 Extreme emotions.
110 </li>
111 </ul>
112 <p>
112 The bullying may be because:
112 </p>
113 <ul>
114 <li>
114 The child feels and/or appears different. School life can highlight difference, they may arrive
at school by taxi, they may not be able to take part in after school clubs, and they may be
withdrawn from some lessons to attend meetings.
114 </li>
115 <li>
115 The child may not be achieving as well as others in their class.
115 </li>
116 <li>
116 The child may have had lots of moves of carer or school.
116 </li>
117 <li>
117 The child may not have a friendship group.
117 </li>
118 <li>
118 The child may not want others to know that they are looked after.
118 </li>
119 <li>
119 The child may feel isolated and think they have no-one to talk to at school.
119 </li>
120 <li>
120 Difficult and distressing life experiences have left the child with poor self-esteem and a lack
of "coping" mechanisms.
120 </li>
121 </ul>
122 <p>
122 If you have any concerns that incidents of bullying have happened between children within the
foster home or that a child may be a victim of bullying or is being a bully, you must discuss this
with your Supervising Social Worker; who should advise you on what actions are necessary to reduce
or prevent it. They will decide whether to inform the child’s social worker.
122 </p>
123 <p>
123 When bullying occurs within the foster home it may be appropriate to call a meeting, preferably
with the child or children, to discuss ways to prevent or reduce the bullying.
123 </p>
124 <p>
124 The outcomes of the meeting may include the following:
124 </p>
125 <ul>
126 <li>
126 The bully (bullies) may be asked to apologise.
126 </li>
127 <li>
127 In serious cases, some form of sanction/consequences will be considered.
127 </li>
128 <li>
128 If possible, the children should be encouraged to make friends.
128 </li>
129 <li>
129 After the incident has been dealt with, you should monitor the situation to make sure that
bullying does not happen again.
129 </li>
130 </ul>
131 <p>
131 If the bullying continues or is serious, the child’s social worker should be consulted as
soon as possible and it may be necessary to conduct a
131 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/place_plan_meeting.html"
target="_blank">
131 Placement Planning Meeting
131 </a>
131 or a referral may be required under the Child Protection Referrals Procedure and a
131 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/strategy_meeting.html"
target="_blank">
131 Strategy Meeting
131 </a>
131 should be arranged.
131 </p>
132 <p>
132 You must record all incidents of bullying of the child who is the alleged victim and the child who
is the alleged bully.
132 </p>
133 <p>
133 What to do if you think your foster child is bullying or being bullied:
133 </p>
134 <ul>
135 <li>
135 Continue to act on the advice from the child’s social worker and other professionals on
ways to help build the child’s self-esteem.
135 </li>
136 <li>
136 Help the child think about what to say to help explain why they are living with foster carers.
136 </li>
137 <li>
137 Encourage friendships and invite school friends home. There is strength in numbers. Bullies may
target a child who is alone.
137 </li>
138 <li>
138 Build coping skills. Problem solves difficult situations and practice what you might do.
138 </li>
139 <li>
139 Do not reject a child who is a bully; reject the behaviour. Explain how the behaviour makes
other children unhappy and help them develop other ways to feel better about themselves and to
express how they feel.
139 </li>
140 <li>
140 Give the child praise each time they help you or are kind to someone.
140 </li>
141 <li>
141 Speak to the child’s social worker and make an arrangement for both of you to see the
child’s class teacher or year head.
141 </li>
142 <li>
142 Make sure that you and the other people are good role models.
142 </li>
143 </ul>
144 <p align="left">
144 Children can be reluctant to report bullying for fear of reprisal or because they think they will
not be listened to. You must make a point of talking to children about bullying in order to help
them report it.
144 </p>
145 <p align="left">
145 When a child says they do not like something, another child/young person, or adult is doing/saying
to them, they must be listened to and taken seriously. Even if you do not view the action as
serious, the child may.
145 </p>
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152 W884 [WCAG21 2.1.1/2.1.3 (A/AAA)] Mouse/Pointer event handlers require keyboard equivalents:
When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <a href="contact_us.html" onmouseout="MM_swapImgRestore()"
onmouseover="MM_swapImage('contact_us','','images/contact_us_button_hover.png',1)">
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When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <a href="http://www.haringey.gov.uk/children-and-families/childrens-social-care/fostering" target="_blank"
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When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <a href="http://www.proceduresonline.com/haringey/childcare/" target="_blank"
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157 <div class="subsections_frame">
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158 <h2 class="h3_boxed">
158 Subsections
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159 <ul>
160 <li>
160 <a href="index.html">
160 Home
160 </a>
160 </li>
161 <li>
161 <a href="about_us.html">
161 About Us
161 </a>
161 </li>
162 <li>
162 <a href="being_foster.html">
162 Being a Foster Carer
162 </a>
162 </li>
163 <li>
163 <a href="safeguarding.html">
163 Safeguarding Everyone in our Household
163 </a>
163 </li>
164 <li>
164 <a href="placement.html">
164 The Placement
164 </a>
164 </li>
165 <li>
165 <a href="caring_children.html">
165 Caring for Children
165 </a>
165 </li>
166 <li>
166 <a href="http://www.haringey.gov.uk/fostering" target="_blank">
166 Want to become a Foster Carer
166 </a>
166 </li>
167 <li>
167 <a href="http://www.londoncp.co.uk/" target="_blank">
167 London Child Protection Procedures
167 </a>
167 </li>
168 <li>
168 <a href="http://haringeychildcare.proceduresonline.com/contents.html#fostering_adopt"
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168 Haringey Children's Services Fostering Procedures
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169 <li>
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169 Family and Friends Carers Policy
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170 <li>
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170 Useful Resources
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name:
Associate form controls with <label> tags, or use the 'aria-label' or 'aria-labelledby' attributes to label controls where it might be confusing or not possible to use a label. See WCAG 2.1 Failure F68. <input type="text" name="zoom_query" class="search_input" size="20" id="zoom_searchbox" />
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