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63 <h1 class="h1">
63 Recognising Abuse and Neglect
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 REGULATIONS AND STANDARDS
65 </h2>
66 <p>
66 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#qual_purpose
" target="_blank">
66 The Quality and Purpose of Care Standard
66 </a>
66 </p>
67 <p>
67 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#protection_c
h" target="_blank">
67 The Protection of Children Standard
67 </a>
67 </p>
68 <h3 class="h3">
68 SCOPE OF THIS CHAPTER
68 </h3>
69 <p>
69 This chapter provides guidance on recognising abuse in children and young people, and explains
what is mean by safeguarding and
69 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/significant_harm.html"
target="_blank">
69 significant harm
69 </a>
69 .
69 </p>
70 <h3 class="h3">
70 RELEVANT GUIDANCE
70 </h3>
71 <p>
71 <a href="http://www.workingtogetheronline.co.uk/" target="_blank">
71 Working Together to Safeguard Children
71 </a>
71 </p>
72 <p>
72 For procedures regarding the reporting of concerns, see
72 <a href="p_child_protection.html">
72 Referring Safeguarding Concerns Procedure
72 </a>
72 .
72 </p>
73 <h3 class="h3">
73 AMENDMENT
73 </h3>
74 <p>
74 <a href="#sexual">
74 Section 6, Sexual Abuse
74 </a>
74 and
74 <a href="#bullying">
74 Section 8, Bullying (including Online/Cyberbullying)
74 </a>
74 were reviewed and completely updated in September 2019.
74 </p>
75 </div>
77 <h2 class="h2_underlined">
77 <br />
78 Contents
78 </h2>
79 <ol>
80 <li>
80 <a href="#welfare">
80 Safeguarding and Promoting the Welfare of Children
80 </a>
80 </li>
81 <li>
81 <a href="#recognising">
81 Recognising Concerns
81 </a>
81 </li>
82 <li>
82 <a href="#abuse">
82 Child Abuse as a Form of Significant Harm
82 </a>
82 </li>
83 <li>
83 <a href="#neglect">
83 Neglect
83 </a>
83 </li>
84 <li>
84 <a href="#physical">
84 Physical Abuse
84 </a>
84 </li>
85 <li>
85 <a href="#sexual">
85 Sexual Abuse
85 </a>
85 </li>
86 <li>
86 <a href="#emotional">
86 Emotional Abuse
86 </a>
86 </li>
87 <li>
87 <a href="#bullying">
87 Bullying (including Online/Cyberbullying)
87 </a>
87 </li>
88 </ol>
89 <h2 class="h2_underlined">
89 <br />
90 1.
90 <a name="welfare" id="welfare">
90 </a>
90 Safeguarding and Promoting the Welfare of Children
90 </h2>
91 <p>
91 Safeguarding relates to the action taken to promote the welfare of children and protect them
from harm. Safeguarding is everyone's responsibility. Safeguarding is defined in the statutory
guidance Working Together to Safeguard Children (DfE) as:
91 </p>
92 <ul>
93 <li>
93 Protecting children from maltreatment;
93 </li>
94 <li>
94 Preventing impairment of children's health and development;
94 </li>
95 <li>
95 Ensuring that children grow up in circumstances consistent with the provision of safe and
effective care; and
95 </li>
96 <li>
96 Taking action to enable all children to have the best outcomes.
96 </li>
97 </ul>
98 <h3 class="h3">
98 Significant Harm
98 </h3>
99 <p>
99 The Children Act 1989 introduced the concept of 'Significant Harm' as the threshold that
justifies compulsory intervention in family life in the best interests of children; the act
places a duty on local authorities have a duty to make enquiries to decide whether they should
take action to safeguard or promote the welfare of a child who is suffering, or is likely to
suffer Significant Harm.
99 </p>
100 <p>
100 Harm is defined as the ill treatment or impairment of health and development. This definition
was clarified in Section 120 of the Adoption and Children Act 2002 (implemented on 31 January
2005) so that it may include, "for example, impairment suffered from seeing or hearing the
ill treatment of another" (for example in the case of a child who witnesses domestic
abuse).
100 </p>
101 <p>
101 Physical Abuse, Sexual Abuse, Emotional Abuse and Neglect are all categories of Significant
Harm.
101 </p>
102 <p>
102 There are no absolute criteria on which to rely when judging what constitutes significant harm.
Sometimes a single violent episode may constitute significant harm but more often it is an
accumulation of significant events, both acute and longstanding, which interrupt, damage or
change the child's development.
102 </p>
103 <h2 class="h2_underlined">
103 <br />
104 2.
104 <a name="recognising" id="recognising">
104 </a>
104 Recognising Concerns
104 </h2>
105 <p>
105 Local authorities have a duty to promote and safeguard the welfare of children and to
investigate and take necessary action to protect children and young people from abuse and/or
harm.
105 </p>
106 <p>
106 Safeguarding and promoting the welfare of children and young people and, in particular
protecting them from abuse and harm, is a shared responsibility and depends on effective joint
working between all staff along with all the relevant agencies and professionals.
106 </p>
107 <p>
107 Children should be supported by staff to understand what abuse is, and to manage the impact of
any abuse or neglect they have suffered.
107 </p>
108 Children must be listened to and enabled to report any abuse or neglect at the earliest
opportunity. They should be given information about how to report abuse or any concerns about
possible abuse among their peers. This should include being able to access in private, relevant
websites or help lines such as
108 <a href="https://www.childline.org.uk/get-support/" target="_blank">
108 Childline
108 </a>
108 to seek advice and help.
109 <p>
109 All staff have a responsibility to report any suspicions or concerns that a child has or may be
mistreated or harmed.
109 </p>
110 <p>
110 Abuse or neglect is not always easy to identify, staff are more than likely to have some
information but not the whole picture.
110 </p>
111 <p>
111 The first indications that a child is being abused or neglected may be as a result of:
111 </p>
112 <ul>
113 <li>
113 Remarks made by the child or their parents or friends;
113 </li>
114 <li>
114 Changes in a child's behaviour or demeanour which may indicate abuse or neglect;
114 </li>
115 <li>
115 By a series of events or indicators which, whilst not necessarily of concern in themselves,
are of concern when considered together.
115 </li>
116 </ul>
118 Initially, the situation may not seem serious but it should be remembered that intervening early
can prevent minor abuse from becoming more serious.
119 <p>
119 Any allegation of harm or abuse must be addressed in line with the home's
119 <a href="p_child_protection.html">
119 Referring Safeguarding Concerns Procedure
119 </a>
119 .
119 </p>
120 The registered person should ensure that all staff in the home have relevant training in
safeguarding and children protection.
121 <h2 class="h2_underlined">
121 <br />
122 3.
122 <a name="abuse" id="abuse">
122 </a>
122 Child Abuse as a Form of Significant Harm
122 </h2>
123 <p>
123 There are four defined categories of child abuse, which are forms of 'Significant Harm':
123 </p>
124 <ul>
125 <li>
125 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/neglect.html"
target="_blank">
125 Neglect
125 </a>
125 ;
125 </li>
126 <li>
126 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/physical_abuse.html"
target="_blank">
126 Physical Abuse
126 </a>
126 ;
126 </li>
127 <li>
127 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/emotional_abuse.html"
target="_blank">
127 Emotional Abuse
127 </a>
127 ;
127 </li>
128 <li>
128 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/sexual_abuse.html"
target="_blank">
128 Sexual Abuse
128 </a>
128 .
128 </li>
129 </ul>
130 <p>
130 A person can abuse or neglect a child by inflicting harm or by failing to act to prevent harm.
Children can be abused in a family or in an institution or community setting; by those known to
them or, more rarely, by a stranger. They can be abused by an adult or adults or another child
or children.
130 </p>
131 <h2 class="h2_underlined">
131 <br />
132 4.
132 <a name="neglect" id="neglect">
132 </a>
132 Neglect
132 </h2>
133 <p>
133 Neglect is a form of Significant Harm which involves the persistent failure to meet a
child's basic physical and/or psychological needs, likely to result in the serious impairment of
the child's health or development.
133 </p>
134 <p>
134 Neglect may occur/involve:
134 </p>
135 <ul>
136 <li>
136 During pregnancy as a result of maternal substance abuse;
136 </li>
137 <li>
137 Parent/carer failing to provide adequate food and clothing, shelter including exclusion from
home or abandonment;
137 </li>
138 <li>
138 Failing to protect a child from physical and emotional harm or danger;
138 </li>
139 <li>
139 Failure to ensure adequate supervision including the use of inappropriate carers;
139 </li>
140 <li>
140 Failure to ensure access to appropriate medical care or treatment;
140 </li>
141 <li>
141 May also include neglect of, or unresponsiveness to a child's basic emotional needs.
141 </li>
142 </ul>
143 <p>
143 Warning signs include:
143 </p>
144 <ul>
145 <li>
145 Non-organic failure to thrive, i.e. where there is poor growth for which no medical cause is
found, especially with a dramatic improvement in growth on a nutritious diet away from home;
145 </li>
146 <li>
146 A consistently unkempt, dirty appearance;
146 </li>
147 <li>
147 Unmet medical needs, e.g. failure to seek medical advice or attend appointments for illness,
severe untreated nappy rash, missed immunisations where they have not been refused on other
grounds;
147 </li>
148 <li>
148 Developmental delay without any other clear cause;
148 </li>
149 <li>
149 Lack of social responsiveness;
149 </li>
150 <li>
150 Self-stimulating behaviours such as head banging or rocking (note that some children with
special needs may exhibit this behaviour due to their disability but this should also be
evaluated for context);
150 </li>
151 <li>
151 Repeated failure by parents/carers to prevent injury;
151 </li>
152 <li>
152 Consistently inappropriately clothed for the weather;
152 </li>
153 <li>
153 Hazardous living conditions.
153 </li>
154 </ul>
155 <h2 class="h2_underlined">
155 <br />
156 5.
156 <a name="physical" id="physical">
156 </a>
156 Physical Abuse
156 </h2>
157 <p>
157 Physical abuse is a form of Significant Harm which may include hitting, shaking, throwing,
poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a
child, including fabricating the symptoms of, or deliberately causing, ill health, to a child.
157 </p>
158 <p>
158 Harm maybe caused to children both by the abuse itself, and by the abuse taking place in a wider
family or institutional context of conflict and aggression, including inappropriate or inexpert
use of physical restraint. Physical abuse has been linked to aggressive behaviour in children,
emotional and behavioural problems, and educational difficulties. Violence is pervasive and the
physical abuse of children frequently coexists with domestic violence and abuse. It may involve
hitting, shaking, scolding, suffocating or poisoning and it may cause the following injuries:
158 </p>
159 <h3 class="h3">
159 Bruises
159 </h3>
160 <p>
160 Symmetrically bruised eyes are rarely accidental, although they may occur where there is a
fracture of the head or nose and blood seeps from the injury site to settle in the loose tissue
around the eye. A single bruised eye may be the result of an accident or abuse. Careful
consideration is required whenever there is an injury around the eye. It should be noted whether
the lids are swollen and tender and if there is damage to the eye itself.
160 </p>
161 <ul>
162 <li>
162 Bruising in or around the mouth (especially in small babies);
162 </li>
163 <li>
163 Grasp marks on legs and arms or chest of a small child;
163 </li>
164 <li>
164 Finger marks (e.g. you may see three or four small bruises on one side of the face and one on
the other);
164 </li>
165 <li>
165 Symmetrical bruising (especially on the ears);
165 </li>
166 <li>
166 Bruising behind the ears;
166 </li>
167 <li>
167 Outline bruising (e.g. belt marks, hand prints);
167 </li>
168 <li>
168 Linear bruising (particularly on the buttocks or back);
168 </li>
169 <li>
169 Bruising on soft tissue with no obvious explanation, e.g. inner aspect of thigh;
169 </li>
170 <li>
170 Bruising of different ages.
170 </li>
171 </ul>
172 <p>
172 The following are uncommon sites for accidental bruising:
172 </p>
173 <ul>
174 <li>
174 Back of legs, buttocks, except occasionally along the bony protuberances of the spine
174 </li>
175 <li>
175 Mouth, cheeks, behind the ear;
175 </li>
176 <li>
176 Stomach, chest;
176 </li>
177 <li>
177 Under the arm;
177 </li>
178 <li>
178 Genital, rectal area;
178 </li>
179 <li>
179 Neck.
179 </li>
180 </ul>
181 <p>
181 Babies or others who are not yet mobile, i.e. are developmentally unable to move on their own,
should not get bruises or other injuries. If they have bruises or other injuries, these must be
adequately explained before they are accepted as accidental.
181 </p>
182 <table title="Note" width="95%" border="1" cellspacing="0" cellpadding="5">
183 <tr>
184 <td class="table_row_lightblue">
184 <p class="bold">
184 Note
184 </p>
185 <p>
185 Seemingly trivial injuries should not be ignored. Abuse can and does sometimes escalate
against a child if it goes unchecked. All injuries should be noted and collated in the
child/ren's records.
185 </p>
186 <p>
186 Most falls or accidents produce one bruise on a single surface - usually on a bony area. A
child who falls downstairs generally has only one or two bruises. Children usually fall
forwards and therefore, bruising is most often found on the front of the body. In
addition, there may be marks on their hands if they have tried to break their fall.
186 </p>
187 Bruising may be difficult to see on child who is black. Mongolian blue spots are natural
pigmentation on the skin which may be mistaken for bruising. These purplish-blue skin
markings are most commonly found on the backs of children.
187 </td>
188 </tr>
189 </table>
190 <h3 class="h3">
190 Scars
190 </h3>
191 <p>
191 Children may have scars, but notice should be taken if a child has large number of scars of
different ages (especially if coupled with current bruising), unusual shaped scars (e.g. round
ones from possible cigarette burns) or of large scars that are from burns or lacerations that
did not receive medical treatment.
191 </p>
192 <h3 class="h3">
192 Fractures
192 </h3>
193 <p>
193 These should be suspected if there is pain, swelling and discolouration over a bone or joint.
Fractures should be suspected if the child is not using a limb, especially in younger children.
The most common non-accidental fractures are to the long bones in the arms and legs, and to the
ribs. It is very rare for a child under one year to sustain a fracture accidentally. Fractures
also cause pain and it is very difficult for a parent to be unaware that a child has been hurt.
193 </p>
194 <h3 class="h3">
194 Burns/Scalds
194 </h3>
195 <p>
195 It can be very difficult to distinguish between accidental and non-accidental burns; however,
burns or scalds with clear outlines are suspicious as are burns of uniform depth over a larger
area.
195 </p>
196 <h3 class="h3">
196 Bites
196 </h3>
197 <p>
197 These can leave clear impressions of the teeth. Human bites are oval or crescent shaped. If the
impression of the bites is more than 3 cm across its width, they must have been caused by an
adult or older child with permanent teeth.
197 </p>
198 <p>
198 Other injuries which may be deliberately caused
198 </p>
199 <ul>
200 <li>
200 Poisoning;
200 </li>
201 <li>
201 Ingestion or other application of damaging substances, e.g. bleach;
201 </li>
202 <li>
202 Administration of drugs to children where they are not medically indicated or prescribed;
202 </li>
203 <li>
203 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/a_fgm.html"
target="_blank">
203 Female Genital Mutilation
203 </a>
203 (FGM) or Breast Ironing is Physical Abuse and an offence regardless of cultural or other
reasons. The only exception is if surgery takes place for medical reasons.
203 </li>
204 </ul>
205 <p>
205 Injuries may also be caused as a result of a parent fabricating or inducing illness in a child.
205 </p>
206 <h2 class="h2_underlined">
206 <br />
207 6.
207 <a name="sexual" id="sexual">
207 </a>
207 Sexual Abuse
207 </h2>
208 <p>
208 Sexual abuse involves forcing or enticing a child or young person to take part in sexual
activities, not necessarily involving a high level of violence, whether or not the child is
aware of what is happening. The activities may involve physical contact, including assault by
penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation,
kissing, rubbing and touching outside of clothing. They may also include non-contact activities,
such as involving children in looking at, or in the production of, sexual images, watching
sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a
child in preparation for abuse. Sexual abuse can take place online, and technology can be used
to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can
also commit acts of sexual abuse, as can other children.
208 </p>
209 <p>
209 Most child victims are sexually abused by someone they know - either a member of their family or
someone well known to them or their family. It can be the most secretive and difficult type of
abuse for children and young people to disclose. Both boys and girls of all ages are abused and
the abuse may carry on for many years before it comes to light.
209 </p>
210 <p>
210 Initially children and young people may not recognise themselves as victims of sexual abuse - a
child may not understand what is happening and may not even understand that it is wrong
especially as the perpetrator will seek to reduce the risk of disclosure by threatening them,
telling them they will not be believed or holding them responsible for their own abuse.
210 </p>
211 <p>
211 Recognition of sexual abuse generally follows either a direct statement from the child (or very
occasionally from the abuser), or more often, as a result of concerns about the child's
behaviour, or because of physical symptoms or signs.
211 </p>
212 <p>
212 Indicators that a child has been sexually abused include:
212 </p>
213 <ul>
214 <li>
214 Changes in behaviour, including becoming more aggressive, withdrawn, clingy;
214 </li>
215 <li>
215 Problems in school, difficulty concentrating, drop off in academic performance;
215 </li>
216 <li>
216 Sleep problems or regressed behaviours i.e. bed wetting;
216 </li>
217 <li>
217 Frightened of or seeking to avoid spending time with a particular person;
217 </li>
218 <li>
218 Knowledge of sexual behaviour/language that seems inappropriate for their age;
218 </li>
219 <li>
219 Physical symptoms including pregnancy in adolescents where the identity of the father is vague
or secret, STIs, discharge or unexplained bleeding;
219 </li>
220 <li>
220 Poor hygiene, which often leads to social isolation in school;
220 </li>
221 <li>
221 Injuries and bruises on parts of the body where other explanations are not available
especially bruises, bite marks or other injuries to breasts, buttocks, lower abdomen or
thighs; and
221 </li>
222 <li>
222 Injuries to the mouth, which may be noted by dental practitioners.
222 </li>
223 </ul>
224 <p>
224 Child sexual exploitation is also a form of child sexual abuse. It occurs where an individual or
group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young
person under the age of 18 into sexual activity (a) in exchange for something the victim needs
or wants, and/or (b) for the financial advantage or increased status of the perpetrator or
facilitator. The victim may have been sexually exploited even if the sexual activity appears
consensual. Child sexual exploitation does not always involve physical contact; it can also
occur through the use of technology. See also:
224 <a href="p_child_sex_exploit.html">
224 Safeguarding Children and Young People from Sexual Exploitation Procedure
224 </a>
224 .
224 </p>
225 <h2 class="h2_underlined">
225 <br />
226 7.
226 <a name="emotional" id="emotional">
226 </a>
226 Emotional Abuse
226 </h2>
227 <p>
227 Emotional abuse, is a form of Significant Harm which involves the persistent emotional
maltreatment of a child such as to cause severe and persistent adverse effects on the child's
emotional development. It may involve conveying to children that they are worthless or unloved,
inadequate, or valued only insofar as they meet the needs of another person. It may include not
giving the child opportunities to express their views, deliberately silencing them or 'making
fun' of what they say or how they communicate. It may feature age or developmentally
inappropriate expectations being imposed on children. These may include interactions that are
beyond the child's developmental capability, as well as overprotection and limitation of
exploration and learning, or preventing the child participating in normal social interaction. It
may involve seeing or hearing the ill-treatment of another. It may involve serious bullying
(including on-line / Cyberbullying*) causing children frequently to feel frightened or in
danger, or the exploitation or corruption of children. Some level of emotional abuse is involved
in all types of maltreatment of a child, though it may occur alone.
227 </p>
228 <p class="tiny_text">
228 *Cyberbullying means when the internet, mobile phones or other devices are used to hurt or bully
another person, this can include text messaging, emails, instant messaging and use of social
networking sites such as Facebook.
228 </p>
229 <p>
229 It is not usually indicated by a specific incident, but is observed in the interaction with the
child. One child may be scapegoated or treated completely differently to their siblings.
229 </p>
230 <h3 class="h3">
230 Parental behaviours associated with Emotional Abuse
230 </h3>
231 <p>
231 The following may identify parental behaviours which, if persistent, may be emotionally abusive.
What is inappropriate will often depend on the child's developmental stage:
231 </p>
232 <ul>
233 <li>
233 A persistently negative view of the child, particularly as inherently bad, often combined with
"deserved" harsh punishment;
233 </li>
234 <li>
234 Inconsistent and unpredictable responses particularly where there is threat to or rejection of
the child;
234 </li>
235 <li>
235 Expectations which are inappropriate for the developmental stage of the child, either too high
or too low, over protective or under protective;
235 </li>
236 <li>
236 A lack of emotional availability or responsiveness to the child;
236 </li>
237 <li>
237 No respect for personal boundaries of the child; not seeing the child as an individual;
237 </li>
238 <li>
238 Promoting mis-socialisation or poor social adaptation;
238 </li>
239 <li>
239 Contradictory, confusing or misleading messages in communicating with the child which
seriously distort reality for the child or promote confusion;
239 </li>
240 <li>
240 Serious physical or psychiatric illness of a parent including periods of hospitalisation;
240 </li>
241 <li>
241 Induction of a child into bizarre parental beliefs;
241 </li>
242 <li>
242 Breakdown in parental relationship with chronic, bitter conflict over contact or residence
(this would also include situations where there is domestic violence);
242 </li>
243 <li>
243 Major emotional rejection of the child and parental inability to perceive his/her needs with
any objectivity;
243 </li>
244 <li>
244 Major and repeated familial change, e.g. separations, reconstitution of families;
244 </li>
245 <li>
245 Parental drug and/or alcohol misuse;
245 </li>
246 <li>
246 Entrenched offending behaviour which may be criminal and which might also lead to a term of
imprisonment.
246 </li>
247 </ul>
248 <h3 class="h3">
248 Behavioural signs in children
248 </h3>
249 <p>
249 Behaviour in a child which may indicate emotional abuse includes:
249 </p>
250 <ul>
251 <li>
251 Very low self esteem, often with an inability to accept praise or to trust;
251 </li>
252 <li>
252 Lack of any sense of fun, over-serious or apathetic;
252 </li>
253 <li>
253 Excessive clingy or attention seeking behaviour;
253 </li>
254 <li>
254 Over-anxiety, either watchful and constantly checking or over-anxious to please;
254 </li>
255 <li>
255 Developmental delay, especially in speech;
255 </li>
256 <li>
256 Substantial failure to reach potential in learning, linked with lack of confidence, poor
concentration and lack of pride in achievement;
256 </li>
257 <li>
257 Self harming; compulsive rituals; stereotypical repetitive behaviour;
257 </li>
258 <li>
258 Unusual pattern of response to others showing emotions.
258 </li>
259 </ul>
260 <h2 class="h2_underlined">
260 <br />
261 8.
261 <a name="bullying" id="bullying">
261 </a>
261 Bullying (including Online/Cyberbullying)
261 </h2>
262 <p>
262 Also see
262 <a href="p_bullying.html">
262 Countering Bullying and Peer Abuse Procedure
262 </a>
262 .
262 </p>
263 <p>
263 Severe or persistent forms of bullying can result in Significant Harm, which is why the
Children’s Homes Regulations require that the registered person must ensure that
procedures for dealing with allegations of bullying are in place, and staff have the skills
required to intervene, protect and address bullying behaviours effectively. Bullying is defined
as 'behaviour by an individual or group, usually repeated over time, which intentionally hurts
another individual or group either physically or emotionally' (DfE definition). Repeated
bullying usually has a significant emotional component, where the anticipation and fear of being
bullied seriously affects the behaviour of the victim.
263 </p>
264 <p>
264 It can be inflicted on a child by another child or an adult. Bullying can take many forms (for
instance, cyberbullying or online bullying via text messages or the internet), and is often
motivated by prejudice against particular groups, for example on grounds of race, religion,
gender, sexual orientation, or can be because a child is adopted or has caring responsibilities.
It might be motivated by actual differences between children, or perceived differences.
264 </p>
265 <p>
265 It can take many forms, but the three main types are:
265 </p>
266 <ul>
267 <li>
267 Physical - for example, hitting, kicking, shoving, theft;
267 </li>
268 <li>
268 Verbal - for example, threats, name calling, racist or homophobic remarks;
268 </li>
269 <li>
269 Emotional - for example, isolating an individual from activities/games and the social
acceptance of their peer group.
269 </li>
270 </ul>
271 <p>
271 Cyberbullying is bullying that takes place using technology. Whether on social media sites,
through a mobile phone, or gaming sites, the effects can be devastating for the young person
involved. There are ways to help prevent a child from being cyberbullied and to help them cope
and stop the bullying if it does happen. It is another form of bullying which can happen at all
times of the day, with a potentially bigger audience. By its very nature, cyberbullying tends to
involve a number of online bystanders and can quickly spiral out of control. Children and young
people who bully others online do not need to be physically stronger and their methods can often
be hidden and subtle.
271 </p>
272 <p>
272 Bullying often starts with apparently trivial events such as teasing and name calling which
nevertheless rely on an abuse of power. Such abuses of power, if left unchallenged, can lead to
more serious forms of abuse, such as domestic violence and abuse, racial attacks, sexual
offences and self-harm or suicide.
272 </p>
273 Bullying is a type of behaviour which needs to be defined by the impact on the child being bullied
rather than by the intention of the perpetrator.
274 <p>
274 <br />
275 <br />
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