SOCIAL & CULTURAL SOCIAL & CULTURAL FACTORSFACTORS

Unit 10: SafeguardingUnit 10: Safeguarding

Group PresentationsGroup Presentations

Girl’s EducationGirl’s Education

Toward a better future for allToward a better future for all

By ArefaBy Arefa

Girls often have limited control over their futures. Early marriage is a reality Girls often have limited control over their futures. Early marriage is a reality

for many, where families wish for the social and economic benefits this for many, where families wish for the social and economic benefits this

brings. In Bangladesh and Afghanistan, more than 50 per cent of girls are brings. In Bangladesh and Afghanistan, more than 50 per cent of girls are

married by age 18.16 Adolescent pregnancy almost always results in girls married by age 18.16 Adolescent pregnancy almost always results in girls

halting their education. Girls are also more likely to drop out of school halting their education. Girls are also more likely to drop out of school

because of their domestic responsibilities, and are often discriminated because of their domestic responsibilities, and are often discriminated

against in terms of the quality of the schools they are sent to, and the costs against in terms of the quality of the schools they are sent to, and the costs

parents are willing to pay for their education.parents are willing to pay for their education.

There are still 58 million girls worldwide who are not in school. The majority of There are still 58 million girls worldwide who are not in school. The majority of

these girls live in sub- Saharan Africa and South and West Asia. A girl these girls live in sub- Saharan Africa and South and West Asia. A girl

growing up in a poor family in sub-Saharan Africa has less than a one-in-growing up in a poor family in sub-Saharan Africa has less than a one-in-

four chance of getting a secondary education. The Millennium Development four chance of getting a secondary education. The Millennium Development

Goal (MDG) to get as many girls as boys into primary and secondary school Goal (MDG) to get as many girls as boys into primary and secondary school

by 2005 is likely to be missed in more than 75 countries.by 2005 is likely to be missed in more than 75 countries.

There are five main challenges which have There are five main challenges which have been identified that make it difficult for girls been identified that make it difficult for girls to access education. These include:to access education. These include:

the cost of educationthe cost of education – ensuring that communities, – ensuring that communities, parents and children can afford schooling;parents and children can afford schooling;

poor school environmentspoor school environments – ensuring that girls have – ensuring that girls have access to a safe school environment;access to a safe school environment;

the weak position of women in societythe weak position of women in society – ensuring – ensuring that society and parents value the education of that society and parents value the education of girls;girls;

conflict conflict – ensuring that children who are excluded – ensuring that children who are excluded due to conflict have access to schooling; anddue to conflict have access to schooling; and

social exclusionsocial exclusion – ensuring girls are not – ensuring girls are not disadvantaged on the basis of caste, ethnicity, disadvantaged on the basis of caste, ethnicity, religion or disability.religion or disability.

Why girl’s education Why girl’s education important important

Educated girls can stand up for their rights, marry Educated girls can stand up for their rights, marry and have children later, educate their own children, and have children later, educate their own children, families and communities thrive. families and communities thrive.

By educating girls means removing early marriage, By educating girls means removing early marriage, gender-based violence, domestic slavery and sex gender-based violence, domestic slavery and sex trafficking means not only a better life for girls but a trafficking means not only a better life for girls but a safer, healthier and more prosperous world for all.safer, healthier and more prosperous world for all.

‘To be educated means… I will not only be able to help myself, but also my family,my country, my people. The benefits will be many.’MEDA WAGTOLE, SCHOOLGIRL, ETHIOPIA

Some Countries are making progress increasing girls Some Countries are making progress increasing girls education:education:

In Bangladesh, equal numbers of girls and boys now enter In Bangladesh, equal numbers of girls and boys now enter secondary school. In 1990, there were only half as many girls as secondary school. In 1990, there were only half as many girls as boys in secondary education.boys in secondary education.

Nepal has nearly nine girls for every ten boys enrolled in primary Nepal has nearly nine girls for every ten boys enrolled in primary school, compared with seven girls for every ten boys in 1990.school, compared with seven girls for every ten boys in 1990.

In Kenya, over 1 million extra children have enrolled in primary In Kenya, over 1 million extra children have enrolled in primary school since the removal of school user fees in 2003.school since the removal of school user fees in 2003.

A girlA girl’’s storys story

Malala Yousafzai was born on July 12, 1997, in Mingora, Pakistan. As Malala Yousafzai was born on July 12, 1997, in Mingora, Pakistan. As a child, she became an advocate for girls' education, which resulted in a child, she became an advocate for girls' education, which resulted in the Taliban issuing a death threat against her. On October 9, 2012, a the Taliban issuing a death threat against her. On October 9, 2012, a gunman shot Malala when she was travelling home from school. She gunman shot Malala when she was travelling home from school. She survived, and has continued to speak out on the importance of survived, and has continued to speak out on the importance of education. In 2013, she was nominated for a Nobel Peace Prize.education. In 2013, she was nominated for a Nobel Peace Prize.

The shooting resulted in a massive outpouring of support for Malala, The shooting resulted in a massive outpouring of support for Malala, which continued during her recovery. She gave a speech at the United which continued during her recovery. She gave a speech at the United Nations on her 16th birthday, in 2013. She has also written an Nations on her 16th birthday, in 2013. She has also written an autobiography, autobiography, I Am Malala: The Girl Who Stood Up for Education and I Am Malala: The Girl Who Stood Up for Education and Was Shot by the TalibanWas Shot by the Taliban, which was released in October 2013. , which was released in October 2013. Unfortunately, the Taliban still considers Malala a target.Unfortunately, the Taliban still considers Malala a target.

Sources Sources

http://www.abc.net.au/news/2013-09-07/pakistani-girl-shot-by-http://www.abc.net.au/news/2013-09-07/pakistani-girl-shot-by-taliban-speaks-at-the-hague/4942494taliban-speaks-at-the-hague/4942494

http://www.nydailynews.com/news/world/pakistani-teen-shot-http://www.nydailynews.com/news/world/pakistani-teen-shot-backing-girls-education-awarded-eu-human-rights-prize-article-backing-girls-education-awarded-eu-human-rights-prize-article-1.14816621.1481662

http://blogs.unicef.org.uk/2013/10/03/no-to-child-marriage-the-http://blogs.unicef.org.uk/2013/10/03/no-to-child-marriage-the-deepshikha-shake-up-in-india/deepshikha-shake-up-in-india/

http://www.biography.com/people/malala-yousafzai-21362253http://www.biography.com/people/malala-yousafzai-21362253

Hannah Arnell

*Domestic abuse

*Abusive environment

*Gender roles

*Gender roles

*Women should accept the abuse

*Taboos against interfering

*Criticised if they leave marriage- it is for life

*Refuges

*Awareness of services available to them

*Provide information in other forms

*N/A. (2009). Domestic Violence in Traveller Communities. Retrieved JAnuary 28, 2014, from The Guardian: http://www.theguardian.com/lifeandstyle/2009/aug/14/gypsies-travellers-domestic-abuse

*N/A. (2010). Domestic Abuse within Travellers. Retrieved January 28, 2014, from South Wales Women's Aid Consortium: http://www.equalityhumanrights.com/uploaded_files/Wales/domestic_abuse_and_gypsy_travellers.pdf

* Supporting Gypsies and Travellers living with Domestic Violence. (2009). Retrieved January 28, 2014, from National Domestic Violence: http://www.gypsy-traveller.org/wp-content/uploads/file/10_06_09%20DV%20leaflet.pdf

By Catherine Gray

Definition of a Gang:

“A relatively durable group who have a collective identity and meet frequently. They are predominantly street-based groups of young people who see themselves (and are seen by others)

as a discernible groups for whom crime and violence is integral to the groups’ identity.”

(Coaker and Hanson, 2010, p. 10)

Children are put at risk by gang activity by either being directly involved in the gang or as a victim of gang violence

Factors that make a child particularly vulnerable to this include those that are: Not involved with the gangs but are living in an area where there are active gangs At risk of being drawn into gangs (by having family or friends who are in a gang) Already in a gang – at risk of harm due to gang related activities such as drugs, weapon use and risk of being attacked

*Gang rivalry and territorial violence

*Gang members are more likely to use weapons, knives and guns – can be used to build respect as well as protect themselves

*Some evidence shows younger children are being used to carry weapons on gang members behalf - can increased the risk of being attacked

*Drug dealing can increase the risk of violent situations occurring as money is involved

*Pearce and Pitts (2011, p.40) also note that there has been an increase in female members in gangs which can lead to pressure for girls to gain status by associating with the boys putting them at risk of being sexually exploited and abused

Castella and McClatchey (2011) report in their article on UK Gangs that:

*One study for the Home Office found that up to 6% of 10-19-year-olds belonged to a gang in England and Wales.

*In 2008 the Metropolitan Police estimated that there were 171 gangs in London.

*Gang expert Prof John Pitts estimates some 600 to 700 young people are part of gangs in the London borough of Waltham Forest alone.

*At least half of the 27 murders of teenagers in London in 2007 were gang-related, according to the Metropolitan Police. Officers in Liverpool and Manchester have said in the past that 60% of shootings are linked to gangs.

Care worker’s responsibilities include being aware of possible gang related abuse which include:

*Becoming withdrawn from family and missing school *Staying out unusually late*Unexplained physical injuries *Sudden change of appearance – to fit in with the gang*Being scared when entering certain areas

If there are any concerns that this may be occurring then it also their responsibility to report it immediately to management who will then deal with the report accordingly

If there is significant risk of harm to a young person then emergency action involving the police may have to be taken

Castella, T., McClatchey, C. (2011) Gangs in the UK: How big a problem are they?. Retrieved from the BBC New Magazine website: http://www.bbc.co.uk/news/magazine-15238377

Coaker, V., Hanson, D. (2010) Safeguarding children and young people who may be affected by gang activity. Runcorn: Department for Children, Schools and Families

Pearce, J.J., Pitts, J.M. (2011). Youth Gangs, Sexual Violence and Sexual Exploitation. A Scoping Exercises for The Office of the Children’s Commissioner for England, p.40

*The Slavery Convention (1926) says that “slavery is the status or condition of a person over whom any or all of the powers attaching to the right of ownership are exercised.” (Anti slavery International)

*In the past it was the human traffic of Africans for forced labour which was abolished in the 19th century.

By Izelta

*21st century form of slavery which makes no exception of race, gender or age.

*Forms of modern slavery:

*Human trafficking for exploitation (prostitution, forced labour, servitude, remove of organs).

*Early marriage

*Bounded labour

*According to the International Labour Organisation (ILO) 20.9 million men, women and children around the world are in slavery.

*An estimated 5.5 million children around the world. Child slavery includes the worst form of child labour and child trafficking.

*Bonded labour affects millions of people around the world, with biggest numbers in South East Asia.

*Forced labour: (2012 NRM figures show over 300 cases of adults and children trafficked for labour exploitation.(JRF)

*Adult victims are exploited through forced labour, in the sex industry, through domestic servitude in the home and through forced criminal activity. The exploitation of adults in factories, fields, construction sites, brothels and houses. (CSJ, p.34)

*The limited figures available suggest that sexual exploitation may be the most prevalent (CSJ, p.34)

*Children slavery for domestic servitude, labour and sexual exploitation (CSJ, p.35)

The Centre for Social Justice (CSJ) says that the national response are not effective in tackling modern slavery and make urgent recommendations to Government to make legislations which can respond to all aspect of the crime. The front line professionals like police, social services and judicial system whose responsibility is to protect need training and knowledge to identify victims a safeguard them.

Anti slavery http://www.antislavery.org/english/slavery_

today/what_is_modern_slavery.aspx

Forced Labour in the UK http://www.jrf.org.uk/publications/forced-labour-uk?gclid=CKPxvNqBrbwCFfLHtAodxXUAyA

London, CSJ ( IT happens here) http://chionline.chichester.ac.uk/mod/resource/view.php?id=107376

Corporal punishments

By Stephanie Merritt

What are corporal punishments?

• Corporal punishments are any physical harm to an individual that would be done by the someone of more “importance” then the individual getting punished.

• These punishments can include a lot of violence such as hitting, smacking, caning, beating and spanking

• All of these can be of different severities

Why does this happen?

• Corporal punishments happens as it is a way for someone to discipline another individual without using words, however this does not mean that is should be done this way.

• This can be done at home by a parent, by others or higher status and in some countries it can be done by people of the government.

Professional role

• I n the health care sector, we should be incouraging individuals to use a different way to discipline children and adults in a way that does not cause them any physical harm as this can have long term effects on the individuals.

• Corporal punishments can often be classed as abuse therefore as health care employees, it would be our responsibility to ensure that someone was reported and investigated by social services if there is any suspicion of corporal punishment that is leading to abuse. If care workers do not raise awareness of this if they thin it is being done then they are not fulfilling their job role as they are letting someone get hurt and not helping to change it

Statistics • 47% of adult Spaniards interviewed affirm

that smacking a child is indispensable “sometimes”.

• 2% of people living with their children under 18 years old believe that it is “often” indispensable to slap a child.

• Women show more acceptance of corporal punishment. They smack more, because they probably spend more time with their children.

• Young people (18-19 years old) reject the use of corporal punishment more than adults (30-60 years old) do.

• Social classes do not influence this practice.

Self Harm

Relating to Cultures

Silviu Taifas

Definition• The practice of cutting or otherwise wounding oneself, usually considered as indicating

psychological disturbance

• Self-injury, also called self-harm, is the act of deliberately harming your own body, such as cutting or burning yourself. It's typically not meant as a suicide attempt. Rather, self-injury is an unhealthy way to cope with emotional pain, intense anger and frustration.

• While self-injury may bring a momentary sense of calm and a release of tension, it's usually followed by guilt and shame and the return of painful emotions. And with self-injury comes the possibility of more serious and even fatal self-aggressive actions.

• Because self-injury is often done impulsively, it can be considered an impulse-control behavior problem. Self-injury may be linked to a variety of mental disorders, such as depression, eating disorders and borderline personality disorder.

Asian Group

• fundings from epidemiological studies has been accompanied by reports of `soaring' rates of suicide and an `epidemic' of self-harm in the UK, especially amongst south Asian young women

• that self-harm represents a replication of white Caucasian women's expressions of distress

• conflict over traditional customs or racial prejudice

• difficulties experienced by migrants in making the cultural transition to living in Britain

• culture clash

How to Prevent

• Counseling session• Person Centred Approach• Special attention from Social Services

Forced marriage

By marie agate

What is it?

• A forced marriage is where one or both individuals do not consent to the marriage and pressure or abuse is often used.

Why it happens?• There main reasons why forced marriage happens is due to these factors:• gender inequality – women and girls often occupy a lower status in societies

as a result of social and cultural traditions, attitudes, beliefs that deny them their rights and an equal role in their homes and communities

• poverty – many families on a low income, the girls may be viewed as an financial burden. They may be seen as a wager for other objects in some cultures for example cows.

• negative traditional or religious practices – in many countries the importance of preserving family ‘honour’ and girls’ virginity is such that parents push their daughters into marriage well before they are ready. Some cultures believe that early marriage helps stop infidelity.

• failure to enforce laws – most of the time many families do not know they are breaking the law. In some countries early marriage is so customary, prosecutions are hardly ever brought forward.

• conflicts, disasters and emergencies – disasters and emergencies, such as poverty, increase economic pressures on households and many families that wouldn’t previously have considered early marriage turn to it as a last resort.

How common is it?

• There was a report last year that around 5,000 girls were being forced into marriage and that more than a third of them were under the age of 16.

• This was only a statistic from a report last year so it is very common.

Professional role

• An education professionals role with early or forced marriage is ensuring that the girl’s rights are met and that they school environment is safe, accessible and inspiring.

video

• www.gov.uk/forced-marriage