Evaluation of online Click: Path to Protection Training with North Yorkshire professionals report

EVALUATION OF ONLINE CLICK PATH TO PROTECTION TRAINING WITH NORTH YORKSHIRE PROFESSIONALS

Emma Bond Katie Tyrrell April 2021

CONTENTS

Contents

Page 1

1. Introduction

2

2

3

Executive summary

3. Background

5

4. Methodology

6

5. Findings

6

5.1 Demographics

6

5.2 Safeguarding training

7

5.3 Knowledge, understanding and confidence

7

5.4 Training feedback

10

Positive training feedback

10

Areas for improvement

11

Changing attitudes and future intentions

12

6.

Conclusions

13

7.

Reflections and Recommendations

14

Virtual delivery and administration

14

Content: Continued support

15

Further monitoring and evaluation

15

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1. INTRODUCTION “The way professionals deal with disclosure of sexual abuse has a huge impact on victims’ recovery”.

This report presents the findings from an mixed methods evaluation undertaken by the University of Suffolk on behalf of the Marie Collins Foundation (MCF). The purpose of the evaluation was to ascertain the impact of online training among professionals working in North Yorkshire in relation to digital risk assessment and intervention needs of children, and their families, sexually abused and exploited online.

The model has three distinct strands:

North Yorkshire Safeguarding Children Partnership (NYSCP) has committed to work in partnership with the Marie Collins Foundation in order to

3. MANAGE: Path to Protection (for those managing staff who work with children).

The MCF has committed to deliver a number of support initiatives. One of the key aspects of this support package is the rolling out of the CLICK: Path to Protection Training model across North Yorkshire. The Path to Protection is an integrated model that addresses the needs of child victims

2. ACT: Path to Protection (for those with particular responsibility for protecting children);

This unique training has been developed in partnership with BT, to enable all professionals working with children who have been sexually abused or exploited online activity to support them and their families towards recovery.

Click: Path to Protection is a model of the how to carry out interventions in a way that is supportive of the needs of the children and their families and places their needs at the centre of any investigations and professional interventions.

from discovery of their online abusive experiences to recovery.

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INTRODUCTION

support all practitioners working with children who have been sexually abused online. The MCF is the UK charity enabling children who suffer sexual abuse and exploitation via internet and mobile technologies to recover and live safe, fulfilling lives. They work with children, families, practitioners, Government departments and industry to ensure the response to those harmed reflects current best practice.

1. THINK: Path to Protection (for first responders and those who work directly with young people) (including evening delivery: THINK Twilight);

2

EXECUTIVE SUMMARY Professionals intended to engage with young people to further understand their perspectives, shape risk assessment processes, engage in future training, and review institutional policies and practices as a result of training.

EXECUTIVE SUMMARY

Confidence in supporting children and their families after online sexual abuse increased by 27%

MCF Virtual Path to Protection Training

Self-reported knowledge of how a child may be harmed online and the nature of online child sexual abuse increased by 51%

Self reported confidence in assessing online risk increased by 41%

The evaluation used a mixed methods approach – online survey, interviews with delegates (n=8) and observations of three training sessions by an experienced educator – Professor Emma Bond.

A total of 58 professionals in North Yorkshire responded to the survey of the 106 individuals who attended an MCF training session, a response rate of 55%. This comprised health professionals (n=19), social work professionals (n=15), police officers and staff (n=4), as well as teachers, youth mentors, youth justice officers, policy officers and student services managers.

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Almost all respondents described themselves as considering the impact of children’s digital lives upon their daily functioning as a critical part of their role (93.1%). Despite this, 40% of respondents suggested that they had not received any training in how to support children who had experienced online harm or abuse prior to training provided by MCF. Furthermore, just over half of respondents (53.5%) suggested that they had not received any training in online risk assessment.

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2 EXECUTIVE SUMMARY

There was a notable shift in confidence levels pre and post training, with 8.8% of participants reporting no confidence at all in assessing online risk pre-training, to none in the post‑training evaluation, as well as a shift from 10.5% of participants feeling very confident in assessing online risk pre-training, to 40.4% post-training. Confidence levels in ability to support children who had experienced online sexual abuse also increased after training.

Overall, when combining those reporting none to some confidence in comparison to those reporting higher levels of confidence, self reported confidence in assessing online risk increased by 41%, confidence in supporting children and their families after online sexual abuse also increased by 27% across respondents.

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Findings from the qualitative responses in the survey and from the interviews highlight the positive use of real case study examples to enhance learning and breakout sessions to encourage the sharing of practice amongst professionals.

Respondents also suggested the training assisted in altering attitudes, including the unintentional victim-blaming of young people for engaging in online sexual behaviour.

Not only this, but many professionals suggested that as a result of the training they intended to engage with young people to further understand their perspectives and concerns, as well as shape risk assessment processes, engage in future training, and review institutional policies and practices.

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EXECUTIVE SUMMARY

In rating their knowledge and understanding of how a child may be harmed online and the nature of online child sexual abuse, the majority felt they had some knowledge (52.6%), with only 5.3% suggesting that they were extremely knowledgeable in the topic.

When compared to post-training evaluation, the level of self-reported knowledge increased, with 24.6% of respondents suggesting they felt extremely knowledgeable in the subject after training, an increase of 19%. Overall, when combining those reporting none to some knowledge in comparison to those reporting higher levels of knowledge self‑reported knowledge increased by 51% across respondents.

3. BACKGROUND

BACKGROUND

The age at which children are going online is getting younger and children’s internet use is rapidly diversifying with a wide range of mobile technologies, including tablets and phones, and an ever-increasing virtual landscape of apps, games, social network sites (SNS) and platforms1.

By the time they reach year six, many primary school age children are likely to use a number of different technologies and platforms including: SNS (social networking services); online games and apps in multi-player environment (including 18+ games); have come across some form of online abuse; seen something that has upset them online and have had online interaction with strangers2. It is well recognised that online safeguarding is everyone’s responsibility – children, parents, teachers and school staff, social workers, police, industry members, children’s workforce professionals, policy makers, the wider community and, as such, the importance of multi-agency working, information sharing and coordinated intervention cannot be emphasised enough3. However, nationally current service response to online risk and abuse is ad hoc and lacks a UK wide strategy; there is no UK-wide guidance for multi-disciplinary working when investigating cases of online abuse of children and no evidence-based models for assessing online risk and the therapeutic needs of children4.

1.

Responding effectively to online risk is essential if potential harm is to be minimised. Effective early intervention relies on the early identification of increased risk and vulnerability, accurately understanding and assessing risk (children can be both victims and offenders) while responding effectively to support the child and their family to ameliorate potential harm. Research suggests that many professionals working with children lack online safety understanding and training5, subsequently the adoption of support packages, such as Click: Path to Protection is crucial in enabling professionals working within multiagency teams to be able to respond to cases of online sexual abuse.

Due to the COVID-19 pandemic, what would normally be an offline model of training delivery was subsequently moved to an online platform in accordance with national restrictions. The Marie Collins Foundation (MCF) adapted all three training strands to online synchronous modes of delivery.

It is this adaptation of delivery mode and medium that the current evaluation aims to investigate, by identifying the impact upon knowledge and confidence in responding to cases of online child sexual abuse.

Ofcom (2015). Children and Parents: Media Use and Attitudes Report. Available from www.ofcom.org.uk/__data/assets/pdf_file/0024/78513/childrens_parents_nov2015.pdf [accessed 06/09/2016].

2. Phippen, A. (2012). Sexting: An Exploration of Practices, Attitudes and Influences. London: NSPCC. Available from https://www.nspcc.org.uk/globalassets/documents/research-reports/sexting-exploration-practices-attitudes-influences-report-2012.pdf [accessed 12/09/2016]; Livingstone, S., Haddon, L., Vincent, J., Mascheroni, G. and Ólafsson, K. (2014b).

Net Children Go Mobile: The UK Report. London: London School of Economics and Political Science.

Available from http://eprints.lse.ac.uk/57598/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_shared_repository_Content_EU%20Kids%20 Online_EU_KIids_Online_Net_Children_go.pdf [accessed on 02/09/2016] and Livingstone, S. and Palmer, T. (2012).

Identifying vulnerable children online and what strategies can help them. London: UK Safer Internet Centre. Available from eprints.lse.ac.uk/44222/ [accessed on 02/09/2016].

3. Bond, E. and Rawlings, V. (2016) Multi-agency E-safety Crime Prevention (MESCP) project available from www.suffolk.gov.uk/assets/community-and-safety/staying-safe-online/MESCP-FinalReportDec2016.pdf 4. Palmer, T. (2015). Digital Dangers: The Impact of technology on the sexual abuse and exploitation of children and young people. Barnardo’s and the Marie Collins Foundation. Available online from https://www.barnardos.org.uk/sites/default/files/uploads/digital-dangers.pdf [accessed 24/08/2016].

5. Phippen, A. (2015). UK Schools Online Safety Policy and Practice Assessment 2015. Available from swgfl.org.uk/assets/documents/uk-schools-online-safety-policy-and-practice-assessment-2015.pdf?_=1554216411 [accessed on 26/08/2016]; Bond, E. (2014). Childhood, Mobile Technologies and Everyday Experiences. Basingstoke: Palgrave and May-Chahal, C., Mason, C., Rashid, A., Walkerdine, J., Rayson, P. and Greenwood, P. (2012).

Safeguarding Cyborg Childhoods: Incorporating the On/Offline Behaviour of Children into Everyday Social Work Practices. British Journal of Social Work 44, 596–614.

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4. METHODOLOGY and their families. The survey contains Likert‑scale questions to identify levels of knowledge and confidence pre and post training, as well as opportunities for respondents to add additional comments which appear in this report in a grey text box. The survey followed ethical guidance from the Association of Internet Researchers and was subject to ethical approval from the University of Suffolk. Completion of the survey was entirely voluntary and respondents’ answers anonymous.

The survey was sent to delegates after attendance at the training sessions.

5. FINDINGS A total of 58 respondents participated in an evaluation survey, of the 106 individuals who attended an MCF training session, a response rate of 55%. Respondents attended an online training session between November 2020 and March 2021.

Eight participants volunteered to provide feedback on the training in a 1-2-1 interview online.

Of those individuals, the majority attending THINK: Path to Protection (70.7%, n = 41), with a further 13 individuals (22.4%) attending the ACT: Path to Protection training and 4 (6.9%) attending MANAGE: Path to Protection training.

5.1 Demographics Table 1 shows the professional background of the respondents. The majority of the respondents were health professionals (n = 19) and social work professionals (n = 15). Police officers and staff consisted of nearly 7% of the respondents (n = 4); with 14% of participants indicating their profession fell outside of those listed (n = 8); which included youth mentors, youth justice officers, a policy officer and student services manager. None of the respondents were working within the CPS or probation service.

Profession

% of overall responses

Number of respondents

The majority of individuals (81%, n = 47) described

Police

6.9

4

been exposed to online risk. Interestingly, those

Teacher

1.72

1

who selected they had not had any direct contact

Other education

0

0

with children who had been exposed to online risk

Health 32.76 professional

19

Social work

25.86

15

CYP workforce

15.52

9

NGO

1.72

1

Student

1.72

1

Other

13.79

8

TOTAL

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58

having direct contact with children who have

were more likely to be health professionals. When asked directly about the type of risks experienced by children they are working with, professionals suggested that this was likely to be some form of sexual abuse, via exploitation, grooming and coercion to share intimate images. Some respondents also commented upon exposure to explicit content, unsolicited content, peer on peer abuse and online harassment. 15 respondents (25.9%) had managerial responsibilities.

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METHODOLOGY/FINDINGS

The evaluation adopted a mixed methods approach combining an online survey, 1-2-1 interviews with delegates who volunteered to provide feedback and three observations of training sessions by an experienced educator, Professor Emma Bond. The online survey was based on an ongoing survey undertaken by University of Suffolk on behalf of the Marie Collins Foundation to ascertain the impact of face‑to-face training sessions upon professional’s knowledge, confidence, and ability to support children who have been sexually abused online

5 FINDINGS 5.2 Safeguarding training Many respondents described themselves as considering the impact of children’s digital lives upon their daily functioning as a critical part of their role (93.1%). Despite this, 40% of respondents suggested that they had not received any training in how to support children who had experienced online harm or abuse. The majority of respondents who suggested they had not received training in how to support children who had experienced online harm or abuse attended the THINK training, and therefore the MCF training was likely their first experience of training to raise awareness and prevent online abuse against children. %

Yes

100

Furthermore, just over half of respondents (53.5%) suggested that they had not received any training in online risk assessment (Figure 1). Given the ubiquity of digital technologies, the convergence of children’s online and offline lives and high importance of children’s online experiences to professionals, more needs to be done to ensure professionals have access to training to feel knowledgeable and confident in supporting children and their families, such as that provided

by MCF in assessing and responding to online CSA.

No 93.1%

FINDINGS

90 80 70

60.3%

60 50 40

46.6%

53.5% 39.7%

30 20 10

6.9%

0 Have you ever had any training in online risk assessment

Have you had any training in supporting children who have experienced harm/abuse online?

In your professional role do you consider the impact of children’s ‘digital lives’ on their daily functioning?

5.3 Knowledge, understanding and confidence In rating their knowledge and understanding of how a child may be harmed online and the nature of online child sexual abuse, the majority felt they had some knowledge (52.6%), with only 5.3% suggesting that they were extremely knowledgably of the topic. When compared to post-training evaluation, the level of self-reported knowledge increased, with 24.6% of respondents suggesting they felt extremely knowledgeable in the subject after training (see Figure 2).

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It is of concern that 56% of the workforce who responded to this survey highlighted they had none to limited knowledge of online sexual abuse of children prior to the training, however it is great confidence that knowledge on the topic increased by 51%, from 44% pre-training to a total of 95% of professionals self-reporting knowledge posttraining.

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5 FINDINGS Figure 2: How respondents rated their knowledge and understanding of how a child may be harmed online Before the training, respondents’ level of confidence in assessing online risk was similar to that of their knowledge of online child sexual abuse (52.6%). However, there is a notable shift in confidence levels, with 8.8% of participants with no confidence at all, to none in the posttraining evaluation, as well as a shift from 10.5% of participants feeling very confident in assessing online risk pre-training, to 40.4% post-training (Figure 3). The pattern of increased confidence in assessing online risk after training was replicated across both respondents who completed THINK and those who completed ACT.

% 100

94.7%

90 80 70 60 50

56.1% 43.9%

40 30 20 10

5.3%

0

None to limited knowledge

Knowledgeable to extremely knowledgeable

FINDINGS

How would you rate your knowledge of the topic before training?

How our you rate your knowledge of the topic after the training?

Figure 3: How respondents rated their confidence in assessing online risk in relation to safeguarding children % 60

52.6%

50

43.9%

40 30

40.4%

28.1%

20 10

8.8%

0

0%

Not confident at all

10.5%

8.8% Some confidence

0% Fairly confident

Very confident

7%

Extremely confident

Confidence in assessing online risk before the training Confidence in assessing online risk after the training

This pattern is replicated when asking respondents about how confident they felt in supporting children and their families after experiences of online sexual abuse, with increased levels of confidence post-training (Figure 4). It should be noted that confidence levels in supporting children and their families was slightly lower than that of assessing for online risk, however this may be expected due to the nuanced experiences of children online and the subsequent adaptive and

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flexible approaches needed to support children and their families after experiences of online CSA. Furthermore, participants attending the THINK training were likely to feel less confident in supporting as opposed to those attending ACT, this is also to be expected given the tertiary nature of the training and the necessity to move from THINK to ACT to gain more skill in practically supporting children who have been abused online and their families.

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5 FINDINGS Figure 4: How respondents rated their confidence in providing appropriate help and support to a child who has been harmed online % 45 40

38.6%

35

31.5%

30 25

24.6%

20

15.8%

15 10 5

33.3%

29.8%

10.5%

7%

5.3% 0%

0 Not confident at all

Some confidence

Fairly confident

Very confident

Extremely confident

Confidence in supporting children and their families after online sexual abuse before the training

FINDINGS

Confidence in supporting children and their families after online sexual abuse after the training

In addition to the previous questions relating to knowledge and confidence in assessing and supporting children and their families after online sexual abuse, professionals with management level responsibilities registered on MANAGE: Path to Protection training (n = 4) were asked to rate levels of confidence in managing staff teams before and after the training. Only a small number of respondents were at this level, suggesting that it might be useful to increase the uptake of management level training to ensure those in leadership positions feel confident and have the tools necessary to manage frontline staff supporting families of children who have experienced online CSA. Interestingly, levels of confidence pre and post training remained fairly consistent for those at management level.

Of the 4 respondents, confidence levels tended to remain the same, with 50% (n = 2) reporting none to limited confidence in managing those responsible for assessing online risk and working with with children and families in this area both before and after training. The same pattern was replicated when asking managers to reflect on

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their confidence in managing those responsible for assisting families after online child sexual abuse, with no change in confidence levels before and after training. Further examination of individuals responses suggests that individual responses were likely to remain consistent, therefore a lack of change could be atrributable partly to an established knowledge base and high level of confidence prior to the training amongst management. Managers were also more likely to suggest that a larger group with wider experience may have been useful, and subsequently could have facilitated a more nuanced learning experience, reflecting on other managers experiences across different agencies. It would be useful to reflect further on managers experiences and shaping the MANAGE: Pathway to Protection training to ensure as one manager fed back that there is ‘a bit more of a focus on the strategies, legislation and key drivers that shape the landscape of management within safeguarding needs’, but also that feedback is sought from a larger cohort of managers representative of a diverse workforce.

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5 FINDINGS 5.4 Training feedback In addition to questions around knowledge and confidence in assessing and responding to online child sexual abuse before and after the training session, respondents were also asked for general feedback to aid training development. It is clear from Table 2 below, that most respondents strongly agree that the training led to learning

which could be transferred to professional practical and improved knowledge of online sexual abuse. The majority of respondents tend to agree or strongly agree that they would recommend training to other professionals (93%) and found the training useful (91%).

Table 2: Professional’s level of agreement with statements relating to the training session (n = 57).

Strongly disagree

Tend to disagree

Neither agree nor disagree

Tend to agree

Strongly agree

I learned something from the training which improved my knowledge of online sexual abuse.

3.51%

5.26%

0.00%

29.82%

61.40%

I learned something from the training which improved my knowledge of multi-agency working.

0.00%

10.53%

10.53%

42.11%

36.84%

I learned something from the training which I can use in professional practice.

3.51%

5.26%

1.75%

26.32%

63.16%

The activities engaged and involved me in the learning process.

5.26%

1.75%

1.75%

26.32%

64.91%

I would recommend this training to other professionals.

5.26%

1.75%

0.00%

24.56%

68.42%

I have found this training useful.

5.26%

1.75%

1.75%

24.56%

66.67%

FINDINGS

Statement

Positive training feedback The online questionnaire and the interview feedback generated additional observations on the training and how it might be developed in future. There were a range of responses.

Given the serious nature of discussing online child sexual abuse, it was beneficial from the participants perspectives to include opportunities for screen breaks, but also opportunities for

Participants were asked to comment on the positive aspects of the training, including activities featured, of which the most highly cited activity of benefit to attendees was the case study and breakout room activity in which small groups could share practice and think practically about approaching case examples of online sexual abuse.

discussion with other professionals using break out rooms. Some respondents also suggested that the way in which information was delivered was beneficial, to gradually provide information, which led to re-evaluating attitudes and thinking in how to approach a disclosure of online CSA.

‘I enjoyed the use of the use of the case study and the use of being ‘drip fed’ different elements of information - this was useful to think about how this changed your response/risk assessment of the worries related to the child.’

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‘The interaction with others in the breakout rooms and the ability to hear from actual victims. It made the training seem more relevant and reinforced.’

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5 FINDINGS

FINDINGS

Others also commented on the opportunity to learn from others with different professional backgrounds, to reinforce the idea of multidisciplinary working. In addition to this, many commented upon the importance of engaging facilitators with expertise, and perhaps most consistently, was the reiteration of the importance of stories and personal narratives interweaved throughout the training session.

Areas for improvement Recommendations for improvements were made from 24 respondents, however when suggested, these tended to include more practical information around legal frameworks and processes in the event of online CSA, possibly more information from a technological angle in how the use of technology may be facilitating online CSA and if this is changing, and more examples of tools for assessment and/or signposting materials.

However, it was acknowledged that the amount covered in the training was useful, and the tertiary approach to training is beneficial in order to gain an in-depth understanding without rushing content.

‘Having real life stories shared and been able to discuss the impact within groups helped highlight areas of learning and how to think about implementing these in practice’.

‘The video where the person did not know they were a victim and the activity identifying the principal of no further harm - need to listen and slow down, not get too interested in the need to find out what happened but to make sure the victim is at the centre of our work.’

‘Thinking more about ongoing support and ways to help young people and children understand the risks of online sexual abuse and recognise it.’

‘I think it was about right, it makes sense to book on to the Act training to continue the learning. I think it would have been too much to squeeze both in to one day.’

Some individuals suggested they would like the training to be available offline in future, but given the circumstances were impressed by the virtual delivery of the sessions. Some respondents also implied that group sizes were an important factor to consider further, with those within smaller groups (3 or 4) feeling as if they didn’t benefit from varied professional insight. The small group sizes were often caused by registered delegates not attending.

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5 FINDINGS Changing attitudes and future intentions It is widely acknowledged that changes in attitudes and setting intentions for future action is important for behavioural change. When respondents were asked about what aspects of the training challenged them or made them think, many professionals discussed their altered perceptions around what it means to take risks as a young person and the importance of avoiding victim-blaming to prevent re-traumatising victims of online child sexual abuse. Many individuals discussed the impact of the training in reiterating the importance of avoiding the unnecessary criminalisation of young people for sending sexual imagery, instead ensuring that a holistic childcentred approach to support is adopted.

‘The information about young people taking risks and remembering its normal - we all did it so why do we think the young people today are any different.’

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‘I will look to expand my conversations and dedicate a session with young people around online abuse to raise awareness.’

‘Reviewing tutorial provision at College around online Safety.’

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FINDINGS

‘Relationship based practice is still the same and that I do have the skills to be able to talk to young people about this.’

As a result of the training, many professionals suggested that they would aim to engage in conversations with young people, to understand how they use digital technologies but also to understand what their concerns are, to facilitate prevention of potential risk and build positive relationships. The importance of adopting nonjudgemental language and avoiding victimblaming was also reiterated here, with many professionals also implying that they would actively alter their risk assessment process, engage in future training, and review institutional policies and practices.

CONCLUSIONS

6. CONCLUSIONS Digital technology will continue to develop and its impact on society will only increase, furthermore in light of COVID-19, some children and young people may be more likely to engage with digital technologies to engage with friends, family and educational material. Professionals working with children need to have up-to-date relevant information, multi-agency support and high-quality resources in responding to and preventing online risk. It is important that professionals in North Yorkshire and beyond, whatever their current role, know how to fulfil their responsibilities both in promoting online safety and responding appropriately and effectively when a child is at risk of harm online, especially when children have experienced online sexual abuse. Whilst this survey is relatively small scale, the findings from the anonymous online survey of 58 respondents from different professional backgrounds both statutory and non-statutory demonstrate that online training delivered by MCF led to increased levels of knowledge and confidence in assessing online risk and supporting children and their families after experiences of online sexual abuse. Delivery of such training is incredibly important given that over 50% of participants suggested that they had never received training in online risk assessment, and 40% suggested they had never had training in supporting children who have experienced harm or abuse online.

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The findings of this evaluation suggest that the online training had a positive impact on levels of knowledge and confidence, as well as attitudinal change and intention to engage in future positive behaviours to support young people as highlighted in qualitative responses.

Future evaluations would benefit from attempting to identify behavioural change as a result of the training, by following up attendees longitudinally to identifying any longer-term impacts of the session upon professional practice.

The Click: Path to Protection Training has been independently evaluated as being highly valuable and a successful format for training professionals across different backgrounds and levels. In this pilot of online delivery, it also appears equally valuable, providing opportunities for professionals to develop knowledge, confidence and skills in support children and their families after experience of online sexual abuse.

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7. REFLECTIONS AND RECOMMENDATIONS The training received a positive response from delegates, with increased confidence and knowledge as a result of attending. Nonetheless, from the observations and after discussions

with the delivery team and analysis of the survey responses, the evaluation team have made the following suggestions for development:

Virtual delivery and administration

to adopt a different platform, depending on how much this impacts individuals signing up to participate. In further evaluation of the online training, it would be helpful to understand delegate perspectives on the accessibility of the platform, while Teams is a preference for some organisations, some delegates suggested that ‘Teams is still a learning curve for lots of us and can be a little clunky’.

The team also highlighted that, as with online training more broadly, it was more likely for individuals to register but not attend the training itself, this was particularly the case for professionals within a management role, likely due to competing responsibilities. This may be of particular interest to safeguarding boards, if managers do not have a sound underatnding of these issues how can they support staff in their work to prevent and respond to children and families with experience of online sexual abuse.

It is widely acknowledged that support from senior management is important for cultural and attitudinal change. The increased likelihood for individuals to fail to attend after registration may also be linked to the free admission of the training, and taking place via an online medium, with less accountability. Introducing holding fees either for individuals or for the organisation as a whole, might be possible in future, depending on the nature of the relationship with the organisation.

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Nonetheless, attempts to prevent drop-out are important, as a number of participants suggested that fewer numbers enabled a diversity of shared experience and practice. MCF could also increase the allocated number of delegates per session, to account for average drop-out rate.

‘More delegates - there was only three and at times four people on our training, more people would have provided much richer discussion.’

With regards to session delivery, some delegates suggested that the training itself could be shortened slightly. Although difficult due to the important subject matter, it is acknowledged that concentration and attention levels online can diminish more rapidly in an online environment.

Linking with this, some delegates also suggested that they would have benefitted from additional breaks during the session, as a result of the length of delivery, as well as the sensitive and distressing nature of the content.

‘Planned breaks - for such a heavy subject, there was no planned break or ‘breathing/ thinking’ room - only everyone all together on the call or talking in discussion groups.

Someone had to ask if we were going to get a break after 1.5 hours of staring at the screen.’

Furthermore, although timings were agreed with NYCSP, the team recognised that the Twilight sessions, although practically were considered to be beneficial, particularly for educational staff, were not as well attended.

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REFLECTIONS AND RECOMMENDATIONS

The team expressed challenges arising from delegates accessing different platforms, for example, police staff being unable to use Zoom as a platform due to internal policies. Many organisations have concerns around privacy and data protection in online spaces, however platforms such as Microsoft Teams are widely recognised and used across a multitude of organisations. It might be that the team decide

7. REFLECTIONS AND RECOMMENDATIONS

REFLECTIONS AND RECOMMENDATIONS

Content: Continued support In terms of course content, most delegates described the training as interesting, insightful, and informative. Some delegates suggested that the training could be improved by including more information around forms of ongoing support. In addition to this, delegates raised that more advice and information around navigating and initiating difficult conversations with children and young people would be beneficial. Either including some additional information around ongoing support and confidence in initiating difficult conversations could be useful or alternatively, reiterating that this is covered in later training, to increase likelihood of progression to more advanced understanding and responses.

‘A variety of ways to approach the conversation with the child/young person, if you have suspicions that they have been abused, for example, how to discuss this with a young person who is relatively mute and doesn’t talk about their feelings.’

Further monitoring and evaluation Monitoring of attendance at sessions and across sessions is of important to gauge engagement with the training itself, but also more broadly with the training as a tertiary model of delivery. The team recognised that it was not always easy to capture names of participants and linking these to registration, as some participants would attend on behalf of someone else or were registered by someone else. Nonetheless, monitoring of attendance on individual sessions with attendance across all three sessions, as well as cross referencing this to the structure of delivery (time, platform, etc.) could facilitate further evaluation.

In addition to the above, it is acknowledged that further longitudinal evaluation is required to understand the long-term behavioural change of training interventions. Although evaluation before and after training can provide a snapshot of delegate knowledge and confidence, long-term follow-up would facilitate better understanding of how this knowledge and confidence may have been applied within practice. Consent to further contact as part of the evaluation could be embedded at the end of the evaluation survey, if aligning with GDPR regulations, to facilitate longitudinal evaluation.

‘All children and young people who suffer sexual abuse facilitated by the internet or otherwise, are supported to recover and live safe and fulfilling lives, free from fear and positive about their future.’

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