Page reportSummary
Page Layout
Display issue details:
The line numbers refer to lines in the original source. Any with a line number of '0' are implicit tags added by Total Validator:
1 <!DOCTYPE html>
2 <html lang="en">
3 <head>
6 <script async src="https://www.googletagmanager.com/gtag/js?id=UA-120055720-38">
6 </script>
7 <script>
13 </script>
16 <meta charset="utf-8">
18 <title>
18 Children's Consultation and Participation
18 </title>
20 <meta name="viewport" content="width=device-width, initial-scale=1.0">
21 <link href="css/bootstrap.min.css" rel="stylesheet" type="text/css">
22 <link href="https://fonts.googleapis.com/css?family=Lato:400,700" rel="stylesheet">
23 <link rel="stylesheet" type="text/css" href="css/jquery-ui.css">
24 <link href="css/jquery.tocify.css" rel="stylesheet">
25 <link rel="stylesheet" type="text/css" href="css/formatting-styles.css">
26 <link href="css/print.css" rel="stylesheet" media="print">
41 <link rel='shortcut icon'
href='https://www.proceduresonline.com/resources/logos/procedures/favicon.ico' type='image/x-icon'/>
42 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-57x57-precomposed.png
" />
43 <link rel="apple-touch-icon" sizes="72x72"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png
" />
44 <link rel="apple-touch-icon" sizes="114x114"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-114x114-precomposed.png
" />
48 <link rel="stylesheet" type="text/css" href="css/procedures.css">
49 <link rel="stylesheet" type="text/css" href="css/classic-theme.css">
50 <link rel="stylesheet" type="text/css" href="css/authority.css">
51 <link rel="stylesheet" type="text/css" href="js/cookie-code/jquery.cookiebar.css">
52 <link rel="stylesheet" type="text/css" href="css/hover-box.css">
53 <link rel="stylesheet" type="text/css" href="css/mobile.css">
56 <link rel="stylesheet" id="switcher-css" type="text/css" href="css/switcher.css" media="all" />
57 <link rel="alternate stylesheet" type="text/css" href="css/dark.css" title="dark" media="all" />
58 <link rel="alternate stylesheet" type="text/css" href="css/light.css" title="light" media="all" />
59 <link rel="alternate stylesheet" type="text/css" href="css/normal.css" title="normal" media="all" />
63 </head>
64 <body onload="highlight();">
65 <a class="skip-main" href="#main">
65 Skip to main content
65 </a>
67 <div id="eantics">
67 </div>
68 <div class="print">
73 <div class="navbar navbar-fixed-top" role="navigation">
74 <div class="row banner">
75 <div id="banner">
76 <div class="container banner">
77 <div class="col-sm-4">
78 <div class="outer_logo">
78 <a href="index.html">
78 <img class="banner_logo" src="images/logo/client_logo.png" width="261" height="86"
alt="Warrington logo">
78 </a>
78 </div>
79 </div>
80 <div class="col-sm-6">
81 <div class="outer">
82 <div class="inner">
83 <header>
83 Warrington Children's Services Procedures Manual
83 </header>
84 </div>
85 </div>
86 </div>
87 </div>
89 </div>
91 </div>
92 <div class="container">
93 <div class="navbar-header">
94 <button type="button" class="navbar-toggle" data-toggle="collapse"
data-target=".navbar-collapse">
94 <span class="sr-only">
94 Toggle navigation
94 </span>
94 <span class="icon-bar">
94 </span>
94 <span class="icon-bar">
94 </span>
94 <span class="icon-bar">
94 </span>
94 </button>
95 </div>
96 <div class="collapse navbar-collapse">
100 <ul class="nav navbar-nav">
101 <li>
101 <a href="index.html">
101 Home
101 </a>
101 </li>
102 <li>
102 <a href="contents.html">
102 Policies and Procedures
102 </a>
102 </li>
103 <li class="dropdown">
103 <a class="dropdown-toggle" data-toggle="dropdown" href="#">
103 Resources
103 <span class="caret">
103 </span>
103 </a>
104 <ul class="dropdown-menu">
105 <li>
105 <a href="local_resources.html">
105 Additional Local Resources
105 </a>
105 </li>
106 <li>
106 <a href="http://trixresources.proceduresonline.com/nat_key/index.htm" target="_blank"
rel="noopener">
106 Glossary
106 </a>
106 </li>
107 <li>
107 <a href="http://trixresources.proceduresonline.com/nat_cont/index.htm"target="_blank"
rel="noopener">
107 National Contacts
107 </a>
107 </li>
108 <li>
108 <a href="http://www.minimumstandards.org/regulations.html" target="_blank"
rel="noopener">
108 Regulatory Framework
108 </a>
108 </li>
109 <li>
109 <a href="http://www.keepingchildrensafeineducation.co.uk/" target="_blank"
rel="noopener">
109 KCSIE
109 </a>
109 </li>
110 </ul>
111 </li>
112 <li>
112 <a href="using_this_manual.html">
112 Using this Manual
112 </a>
112 </li>
113 <li>
113 <a href="https://www.proceduresonline.com/pancheshire/warrington/index.html"
target="_blank" rel="noopener">
113 Safeguarding Partnership Procedures
113 </a>
113 </li>
114 </ul>
115 <ul class="nav navbar-nav navbar-right">
115 <li class="dropdown">
115 <a class="dropdown-toggle" data-toggle="dropdown" href="#">
115 Accessibility
115 <span class="caret">
115 </span>
115 </a>
115 <ul class="dropdown-menu">
115 <li>
115 <a href="#Larger" rel="light" class="styleswitch">
115 <span id="Larger">
115 Larger Text
115 </span>
115 </a>
115 </li>
115 <li class="divider">
115 </li>
115 <li>
115 <a href="#High" rel="dark" class="styleswitch">
115 <span id="High">
115 High Visibility
115 </span>
115 </a>
115 </li>
115 <li class="divider">
115 </li>
115 <li>
115 <a href="#Default" rel="normal" class="styleswitch">
115 <span id="Default">
115 Default Text
115 </span>
115 </a>
115 </li>
115 </ul>
115 </li>
115 <li>
115 <a href="zoom/search.php" class="btn btn-1 btn-1a">
115 SEARCH
115 </a>
115 </li>
115 </ul>
117 </div>
119 </div>
120 </div>
125 <div class="container" id="main">
126 <div class="col-sm-4">
127 <div id="toc">
127 </div>
129 </div>
132 <div class="col-sm-8 main_content">
133 <div class="panel panel-default">
134 <div class="share">
134 <span>
134 <a href="#Email" class="st_email glyphicon glyphicon-envelope" style="margin-right:1px;">
134 <span id="Email" class="hidden_share">
134 Email
134 </span>
134 </a>
134 </span>
134 <span>
134 <a href="#Print" id="PrintBtn" class="glyphicon glyphicon-print">
134 <span id="Print" class="hidden_share">
134 Print
134 </span>
134 </a>
134 </span>
134 </div>
135 <div class="panel-body">
136 <h1>
136 Children's Consultation and Participation
136 </h1>
141 <div class="well">
142 <p class="bold">
142 SCOPE OF THIS CHAPTER
142 </p>
143 <p>
143 Working Together to Safeguard Children (Statutory Guidance, DfE) promotes a child centred
approach to safeguarding, and emphasises that practitioners should keep the child in focus
when making decisions about their lives and work in partnership with them and their
families. Anyone working with children should see and speak to the child; listen to what
they say; take their views seriously; and work with them and their families collaboratively
when deciding how to support their needs. Special provision should be put in place to
support dialogue with children who have communication difficulties, unaccompanied children,
refugees and those children who are victims of modern slavery and/or trafficking.
143 </p>
144 <p>
144 It is essential therefore that children and young people are enabled by professionals to
144 <span class="bold">
144 participate
144 </span>
144 in matters that affect them, particularly any plans or arrangements that will affect them
and/or their family and are
144 <span class="bold">
144 consulted
144 </span>
144 with regard to processes designed to improve services both to them individually and more
generally.
144 </p>
145 <p class="bold">
145 LOCAL INFORMATION
145 </p>
146 <p>
146 
W867 [WCAG21 2.4.4 (A)] Identical adjacent links that use different link text may be confusing: See
matching tag on line: 147
If you have adjacent links to the same place with different link text it can be confusing to the user. You should consider combining these into one link and removing any redundant link text. See Understanding 2.4.4. <a href="https://www.warrington.gov.uk/children-care-council" target="_blank" rel="noopener">
146 Warrington Children and Young People's Plan (2019 - 2022)
146 </a>
146 </p>
147 <p>
147 W867 [WCAG21 2.4.4 (A)] Identical adjacent links that use different link text may be confusing: See
matching tag on line: 146
If you have adjacent links to the same place with different link text it can be confusing to the user. You should consider combining these into one link and removing any redundant link text. See Understanding 2.4.4. <a href="https://www.warrington.gov.uk/children-care-council" target="_blank" rel="noopener">
147 Warrington Children in Care Council
147 </a>
147 </p>
148 <p class="bold">
148 RELEVANT GUIDANCE
148 </p>
149 <p>
149 <a
href="https://www.gov.uk/government/publications/send-complaints-guide-for-young-people-aged
-16-to-25-in-education" target="_blank" rel="noopener">
149 SEND complaints: guide for young people aged 16 to 25 in education
149 </a>
149 - A guide for young people on how to resolve special education needs and disability (SEND)
disagreements.
149 </p>
150 <p>
150 <a href="https://councilfordisabledchildren.org.uk/resources-and-help/im-young-person"
target="_blank" rel="noopener">
150 Council for Disabled Children
150 </a>
150 - Provides useful resources for disabled children and young people.
150 </p>
151 <p class="bold">
151 RELATED CHAPTERS
151 </p>
152 <p>
152 <a href="g_recording_guide.html">
152 Recording Policy and Guidelines
152 </a>
152 </p>
153 <p>
153 <a href="p_sw_visits.html">
153 Social Worker Visits to Children in Care Procedure
153 </a>
153 </p>
154 <p>
154 <a href="p_advocacy.html">
154 Advocacy and Independent Visitors Procedure
154 </a>
154 </p>
155 <p>
155 <a href="p_app_role_iro.html">
155 Appointment and Role of Independent Reviewing Officers Procedure
155 </a>
155 </p>
156 <a href="p_look_aft_rev.html">
156 Case Reviews Procedure
156 </a>
156 </div>
163 <div class="section">
163 <h2 id="intro">
163 1. Introduction
163 </h2>
164 <p>
164 Participation of children and young people in decisions about their lives is an essential
part of growing up and, if done well, it enhances children's safety and well-being and
improves services designed to support and protect them. In the world of social care,
participation work often takes place in complex and emotionally charged situations. To be
done well it requires a commitment at all levels of the organisation to reflect on and
promote:
164 </p>
165 <ul>
166 <li>
166 Positive attitudes to children;
166 </li>
167 <li>
167 Effective communication skills;
167 </li>
168 <li>
168 Dedicated financial resources;
168 </li>
169 <li>
169 Commitment to developing services which support children's participation, such as advocacy
and participation services;
169 </li>
170 <li>
170 Realistic expectations and honesty about the level of willingness is to change existing
services and decisions in response to children's views.
170 </li>
171 </ul>
172 <p>
172 Local authorities actively seek to ensure children and young people are consulted about
decisions and processes that affect them.
172 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175391/Munro
-Review.pdf#page=27" target="_blank" rel="noopener">
172 The Munro Review
172 </a>
172 made clear that what is important to children and young people is 'reliability, honesty and
continuity'. Warrington Borough Council is committed to ensuring that children and young
people are informed about what is happening to them and promotes opportunities for them to
contribute to what is happening. The aim is to share and practise positive approaches to
effective communication and learning through active listening. Warrington Borough Council is
committed to both speaking and listening clearly, purposefully and honestly with children
and young people.
172 </p>
173 <p>
173 Warrington Borough Council seeks to consider identity, diversity, culture, sexual
orientation, language, disability, delayed speech, low confidence and trust in all its
interactions with both children and adults.
173 </p>
174 <p>
174 Every member of our staff is committed to seeking and recording the views of every child
they work with. They will also record the decisions that are made and the influence that the
views of the child/young person have had on those decisions. Where decisions are made that
are different from or contrary to the views of the child or young person this will be
clearly recorded with the reasons for the decision clearly explained.
174 </p>
175 <p>
175 In addition, Warrington Borough Council will ensure that systems are in place to support
formal consultation with young people's groups and will seek to aggregate individual issues
and concerns so that managers may consider the impact that current services have on young
people. This information may be used to inform future developments.
175 </p>
176 </div>
177 <div class="section1">
177 </div>
183 <div class="section">
183 <h2 id="benefits">
183 2. Benefits of Participation
183 </h2>
184 <p>
184 Much has been written on the benefits of and barriers to participation by young people in
matters that affect them. In brief the benefits for children and young people are:
184 </p>
185 <ul>
186 <li>
186 Having a safe space to reflect on the events that have brought them into contact with
Social Care;
186 </li>
187 <li>
187 The opportunity to give their version of what has happened to them and to say what they
would like to happen in the future;
187 </li>
188 <li>
188 The sense of empowerment that comes from being listened to and seeing what they have said
making a difference to what happens;
188 </li>
189 <li>
189 The possibility of having their concerns and issues dealt with at an early stage, which
could have an immediate impact for them in terms of how they identify their 'quality of
life';
189 </li>
190 <li>
190 The opportunity to have explained to them what is happening in the present moment and what
is likely to happen in the future and what will be done to keep them (and their siblings)
safe.
190 </li>
191 </ul>
192 <p>
192 For parents/carers the benefits of children's participation can be:
192 </p>
193 <ul>
194 <li>
194 The opportunity (perhaps for the first time) to hear their children's views about what has
happened and what they want to change;
194 </li>
195 <li>
195 A model of communicating that may improve their relationship with their child(ren).
195 </li>
196 </ul>
197 <p>
197 For professionals and organisations offering services to children and young people the
benefits can be:
197 </p>
198 <ul>
199 <li>
199 Reinforcement of a focus on the child's safety and wellbeing;
199 </li>
200 <li>
200 A self auditing tool;
200 </li>
201 <li>
201 The greater likelihood of effective engagement with the Plan by the child / young person
themselves;
201 </li>
202 <li>
202 A focus for all professionals to work from.
202 </li>
203 </ul>
204 </div>
205 <div class="section1">
205 </div>
211 <div class="section">
211 <h2 id="barriers">
211 3. Barriers to Participation
211 </h2>
212 <p>
212 There are a number of barriers to participation. Broadly speaking these are:
212 </p>
213 <ul>
214 <li>
214 Structural - complex procedures and lack of clarity about responsibilities; too many
changes of personnel;
214 </li>
215 <li>
215 A lack of clarity about what participation is or confusion over how it will be addressed;
a lack of clarity about what it can and cannot change and what it should deliver for the
child, the family and the organisation;
215 </li>
216 <li>
216 Competence - staff lacking in experience or having an inability to effectively communicate
with children, or children of a particular age or from a particular culture;
216 </li>
217 <li>
217 Capacity - a lack of time (e.g. staff too overwhelmed by other pressures) or other
resources required to enable participation, thus 'rushing' or making it a 'box
ticking' exercise;
217 </li>
218 <li>
218 Inadequate plans that fail to be clear about who will be responsible for ensuring
participation;
218 </li>
219 <li>
219 Children's behaviour - can be misinterpreted and sometimes causes a barrier for
professionals and carers. Those seeking to engage often need a variety of tools / methods
and patience/space to deal with this to promote engagement;
219 </li>
220 <li>
220 Children themselves can become disinterested and disengaged because of delays;
220 </li>
221 <li>
221 Children are far more spontaneous and their timescales are far shorter;
221 </li>
222 <li>
222 Professionals need to ensure that children have a variety of times, people, places and
approaches to participation available to them (i.e. seeing children on their own, allowing
time after traumatic events).
222 </li>
223 </ul>
224 </div>
225 <div class="section1">
225 </div>
231 <div class="section">
231 <h2 id="promoting">
231 4. Promoting Participation
231 </h2>
232 <p>
232 Warrington Borough Council has a number of formal processes for seeking the Participation
and consultation of children and young people. Staff, carers, managers and others who come
into contact with children are encouraged and enabled to see each and every interaction as a
potential opportunity to develop trust and confidence such that children and young people
feel able to confide and state their views and preferences in matters that affect them.
232 </p>
233 </div>
234 <div class="section1">
234 </div>
240 <div class="section">
241 <h2 id="participation">
241 5. Participation - the Role of the Social Worker
241 </h2>
242 <p>
242 The most important means of encouraging and enabling participation by Children in Care in
decisions that affect them and their lives remains the relationship with their Social Worker
and other significant professionals and adults in their lives.
242 </p>
243 <p>
243 Enabling children and young people who have not previously had opportunities to express
their views is demanding and can be challenging work that requires creativity, empathy and
resilience on the part of the worker. Consultations need to be planned for, reflected on
and, if necessary, returned to in order that children and young people are given every
opportunity to express their views.
243 </p>
244 <p>
244 In order for them to express views about matters that affect them it is also vital that
children and young people are in possession of information and have experiences that enable
them to make informed choices.
244 </p>
245 <p>
245 If participation is not possible or is restricted for whatever reason, steps should be taken
to ensure those affected are informed of decisions as soon as practicable after they are
made, and an explanation for the decision taken, together with the opportunity to make a
comment and express their views.
245 </p>
246 <p>
246 If it is then felt that a different decision may have been appropriate, steps should be
taken to reconsider the decision.
246 </p>
247 <p>
247 If decisions are made against people's wishes, they should be informed of the decision and
the reasons for the decision should be explained. In these circumstances, the person should
be informed of any rights they have to formally challenge the decision, and of the
availability of the Complaints Procedure (see
247 <a href="p_reps_complaints.html">
247 Complaints and Representations Procedure
247 </a>
247 ).
247 </p>
248 <p>
248 Sometimes children and young people express their preferences through their behaviour rather
than through words i.e. by running away or by displaying challenging behaviour. It is
important to attempt to see beyond the behaviour and to try to understand what the child or
young person is trying to express. (
248 <span class="bold">
248 Note
248 </span>
248 : that where children have returned home from having run away, the 'return' interviews
should be conducted by a trained and independent person who has been trained to undertake
this).
248 </p>
249 <p>
249 Finally, children and young people should be made aware of the systems and processes
available to them if they wish to raise concerns or complain and what, if any, other forms
of redress may be available to them if things go wrong.
249 </p>
250 </div>
251 <div class="section1">
251 </div>
257 <div class="section">
257 <h2 id="role_man">
257 6. Participation - the Role of Managers
257 </h2>
258 <p>
258 Managers must ensure that social workers and/or staff have the time and resources available
to them to ensure the effective participation of children and young people.
258 </p>
259 <p>
259 Managers should:
259 </p>
260 <ul>
261 <li>
261 Use supervision to consider issues relating to the Voice of the Child in ongoing cases;
261 </li>
262 <li>
262 Check that records show where and how the Voice of the Child has been sought, what was
said and how the child's wishes have been responded to and, if not, why not;
262 </li>
263 <li>
263 Review, on a regular basis, the various methodologies whereby children's views are sought;
263 </li>
264 <li>
264 Review complaints or concerns raised by children and young people and what actions have
been taken to address these;
264 </li>
265 <li>
265 Review compliments to build on this;
265 </li>
266 <li>
266 Consider how representative issues raised by children and young people are in relation to
such issues as gender, culture, sexuality and disability;
266 </li>
267 <li>
267 Ensure processes designed to aggregate issues raised by children and young people are in
place and are routinely being used;
267 </li>
268 <li>
268 Ensure processes are in place whereby it can be fed back to both individual children and
the wider group what changes have been made as a result of issues raised.
268 </li>
269 </ul>
270 </div>
271 <div class="section1">
271 </div>
277 <div class="section">
277 <h2 id="process">
277 7. Processes for Consulting Children and Young People
277 </h2>
278 <ol style="list-style-type:lower-roman">
279 <li>
279 Children and young people can be involved in the development of services through the
Children in Care Council (CiCC) The
279 <a href="https://www.warrington.gov.uk/children-care-council" target="_blank"
rel="noopener">
279 CiCC
279 </a>
279 in Warrington is facilitated by the Youth Service;
279 </li>
280 <li>
280 Children and young people can also be involved in:
281 <ol>
282 <li>
282 Recruitment;
282 </li>
283 <li>
283 Mentoring;
283 </li>
284 <li>
284 Training.
284 </li>
285 </ol>
286 </li>
288 <li>
288 Case Reviews and other Meetings (see
288 <a href="p_look_aft_rev.html">
288 Case Reviews Procedure
288 </a>
288 ).
288 <br />
289 <br />
290 Every Review and/or meeting relating to a child's case is an opportunity for children and
young people to participate in their Care Plan and arrangements;
290 <br>
291 <br>
292 </li>
293 <li>
293 Advocacy and Independent Visitors (see
293 <a href="p_advocacy.html">
293 Advocacy and Independent Visitors Procedure
293 </a>
293 ).
293 <br />
294 <br />
295 Advocates and Independent Visitors support and assist children and young people to
participate in the services offered;
295 <br>
296 <br>
297 </li>
298 <li>
298 Support to children who have communication difficulties see also
298 <a href="p_child_disability.html">
298 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities
Procedure
298 </a>
298 .
298 <br />
299 <br />
300 Support and specialist services to children who have communication difficulties will
always be offered. For children for whom English is not their first language a translator
should be considered to enable the child to contribute. For children with communication
difficulties as a result of physical or learning disabilities people who can use whatever
medium of communication is most helpful to the child will be used;
300 <br>
301 <br>
302 </li>
303 <li>
303 Social media.
303 <br />
304 <br />
305 Increasingly children and young people are becoming confident users of social media such
as Facebook, texting, twitter and other apps. We see this as an opportunity for enabling
children and young people to participate in decisions about their life whether by texting
their IRO or by using social media applications.
305 </li>
305 </ol>
305 </div>
308 </div>
311 <div id="footer">
312 <div class="copyright">
313 <p>
313 <a href="http://www.trixonline.co.uk/" target="_blank" rel="noopener">
313 <img src="images/logo/trix-logo.png" width="75" height="75" alt="trix logo">
313 </a>
313 Copyright© signisgroup
313 </p>
314 </div>
315 </div>
316 </div>
317 </div>
319 </div>
321 </div>
322 <div class="container">
324 <div class="modal modal-wide fade" id="myModal" tabindex="-1" role="dialog" aria-labelledby="myModal"
aria-hidden="true">
326 <div class="modal-dialog modal-lg">
326 <div class="modal-content">
326 <div class="modal-header">
326 <strong>
326 Local Resources
326 </strong>
326 </div>
326 <div class="modal-body">
328 E960 [WCAG21 4.1.2 (A)] Do not use role=presentation|none or aria-hidden=true on a focusable element:
Using either of these on a sequentially focusable element will result in some users focusing on 'nothing'. A sequentially focusable element is an interactive element, or one with a positive 'tabindex'. See Fourth Rule of ARIA Use. <iframe src="https://proceduresonline.com/trixcms1/warringtoncs/doc-library/" title="Document library
popup">
328 </iframe>
330 <script>
330 </script>
330 </div>
330 <div class="modal-footer">
330 E960 [WCAG21 4.1.2 (A)] Do not use role=presentation|none or aria-hidden=true on a focusable element:
Using either of these on a sequentially focusable element will result in some users focusing on 'nothing'. A sequentially focusable element is an interactive element, or one with a positive 'tabindex'. See Fourth Rule of ARIA Use. <a href="#closepopup1" id="closepopup1" class="close" data-dismiss="modal" aria-hidden="true">
330 Close
330 </a>
330 </div>
330 </div>
330 </div>
330 </div>
330 </div>
332 <script src="js/val/test/jquery-1.11.3.min.js" defer>
332 </script>
333 <script type="text/javascript" src="js/highlight.js" defer>
333 </script>
334 <script src="js/iframe/iframeResizer.js">
334 </script>
336 <script src="https://maxcdn.bootstrapcdn.com/bootstrap/3.3.7/js/bootstrap.min.js" defer>
336 </script>
337 <script src="js/jqueryui/jquery-ui-1.9.1.custom.min.js" defer>
337 </script>
338 <script src="js/jquery.tocify.js" defer>
338 </script>
339 <script src="js/dropdowns-enhancement.js" defer>
339 </script>
340 <script src="js/scroll.js" defer>
340 </script>
341 <script src="js/custom.js" defer>
341 </script>
342 <script src="js/dmss.js" defer>
342 </script>
343 <script type="text/javascript"
src="https://cabbiepete.github.io/jQuery-Share-Email/js/jquery.tmpl.min.js" defer>
343 </script>
345 <script type="text/javascript" src="js/jQuery.print.js" defer>
345 </script>
346 <script src="js/jquery.shareemail.js" type="text/javascript" defer>
346 </script>
347 <script src="js/cookie-code/jquery.cookiebar.js" defer>
347 </script>
350 <a id="scrollup">
350 <i class="up">
350 </i>
350 </a>
351 <div id="background">
352 <p id="bg_text">
352 Trix procedures
352 </p>
353 <p id="bg_text_msg">
353 Only valid for 48hrs
353 </p>
354 </div>
359 <script type="text/javascript">
367 </script>
370 </body>
371 </html>