Child Sexual Exploitation and Girls: An Interactive Training Tool for Child Protection Professionals
Lead Research Organisation:
University of Kent
Department Name: Sch of Social Pol Sociology & Social Res
Abstract
This project will undertake a collaborative knowledge exchange between the Centre for Child Protection (CCP) and Kent Police (KP). They will create, apply, and evaluate a pilot training tool to support police officers in applying a trauma informed approach (TIA) to work with girls who have experience of child sexual exploitation (CSE).
Training simulations are used to enhance the facilitation of learning and are valuable in developing practice wisdom through immersive and more readily retained 'experiences.' They allow participants a safe setting to practice complex or challenging risk-taking and decision-making experiences - such as decisions made when confronted with CSE of girls, which is a subcategory of Violence Against Women and Girls (VAWG). CSE is when a child is taken advantage of by an imbalance of power to coerce, manipulate or deceive them into sexual activity. This often involves an exchange for something the young person wants or needs or it may be for the advantage of the perpetrator. Girls who have a lived experience of CSE require a TIA from professionals. This includes an understanding of how trauma is manifested through the young person's beliefs, feelings, and behaviours - to ensure they are not retraumatised and that they feel able to engage with services to disrupt exploitation. There are indications that police are not trained in TIAs and girls who have experienced CSE may experience police as blaming and insensitive.
The creation of this pilot training tool will be undertaken in 3 separate work packages (WP). The first WP is being funded by the University of Kent's Impact Fund. In summary, this package will involve a literature review and professional knowledge exchange between KP and CCP. These undertakings will explore current knowledge and expertise around good practice, what works and challenges to TIA to police-support with girls who have lived experiences of CSE.
The second WP is the basis of this proposal to the ESRC and involves three key phases. The first phase (October 2022-January 2023) is a 'collaborative design' between CCP and KP via the facilitation of 3 workshops aimed at sharing knowledge to create a package of key developmental outputs to inform the creation of the pilot training simulation (e.g., learning outcomes, key narrative, effective interactive elements, character design & sketches, a script and training strategies). The second phase (February 2023-May 2023) is the actual creation of the pilot training tool via Articulate Software as well as the creation of complementary training materials (e.g., instructions, refined learning outcomes, activities, worksheets, academic overview of essential concepts) which will continue to be developed in partnership between CCP and KP. The third phase (June 2023-September 2023) will include application of the training pilot. KP and CCP will co-facilitate 6-8 training sessions with around 10-15 KP delegates each (approximately 60-120 delegates). Evaluations following training will be collected and analysed to inform adaptations to the pilot training tool and training regime - with the aim of improving the training experience and impact of facilitating a stronger TIA by police.
The third WP includes dissemination of findings (e.g., journal publication, webinars, conference attendance) as well as ongoing use of the pilot training tool by KP and CCP. KP will continue to utilise the tool to train officers in TIA and CCP will integrate the tool within their multi-disciplinary postgraduate teaching programmes on 'Advanced Child Protection.' WP3 also includes visions for future funding potential to create a full-scale simulation from the pilot training tool.
Findings will contribution to tackling VAWG by supporting police to develop a TIA to support with girls who have a lived experience of CSE. It will also contribute to developing knowledge on the facilitation of learning and application of TIA within child protection settings.
Training simulations are used to enhance the facilitation of learning and are valuable in developing practice wisdom through immersive and more readily retained 'experiences.' They allow participants a safe setting to practice complex or challenging risk-taking and decision-making experiences - such as decisions made when confronted with CSE of girls, which is a subcategory of Violence Against Women and Girls (VAWG). CSE is when a child is taken advantage of by an imbalance of power to coerce, manipulate or deceive them into sexual activity. This often involves an exchange for something the young person wants or needs or it may be for the advantage of the perpetrator. Girls who have a lived experience of CSE require a TIA from professionals. This includes an understanding of how trauma is manifested through the young person's beliefs, feelings, and behaviours - to ensure they are not retraumatised and that they feel able to engage with services to disrupt exploitation. There are indications that police are not trained in TIAs and girls who have experienced CSE may experience police as blaming and insensitive.
The creation of this pilot training tool will be undertaken in 3 separate work packages (WP). The first WP is being funded by the University of Kent's Impact Fund. In summary, this package will involve a literature review and professional knowledge exchange between KP and CCP. These undertakings will explore current knowledge and expertise around good practice, what works and challenges to TIA to police-support with girls who have lived experiences of CSE.
The second WP is the basis of this proposal to the ESRC and involves three key phases. The first phase (October 2022-January 2023) is a 'collaborative design' between CCP and KP via the facilitation of 3 workshops aimed at sharing knowledge to create a package of key developmental outputs to inform the creation of the pilot training simulation (e.g., learning outcomes, key narrative, effective interactive elements, character design & sketches, a script and training strategies). The second phase (February 2023-May 2023) is the actual creation of the pilot training tool via Articulate Software as well as the creation of complementary training materials (e.g., instructions, refined learning outcomes, activities, worksheets, academic overview of essential concepts) which will continue to be developed in partnership between CCP and KP. The third phase (June 2023-September 2023) will include application of the training pilot. KP and CCP will co-facilitate 6-8 training sessions with around 10-15 KP delegates each (approximately 60-120 delegates). Evaluations following training will be collected and analysed to inform adaptations to the pilot training tool and training regime - with the aim of improving the training experience and impact of facilitating a stronger TIA by police.
The third WP includes dissemination of findings (e.g., journal publication, webinars, conference attendance) as well as ongoing use of the pilot training tool by KP and CCP. KP will continue to utilise the tool to train officers in TIA and CCP will integrate the tool within their multi-disciplinary postgraduate teaching programmes on 'Advanced Child Protection.' WP3 also includes visions for future funding potential to create a full-scale simulation from the pilot training tool.
Findings will contribution to tackling VAWG by supporting police to develop a TIA to support with girls who have a lived experience of CSE. It will also contribute to developing knowledge on the facilitation of learning and application of TIA within child protection settings.
| Title | Character Sketches for 'Molly and Robyn': Sexual Exploitation of Girls: A Collaborative Project Between the Centre for Child Protection and Kent Police to Develop a Pilot Simulation Training Tool Promoting Trauma Informed Approaches |
| Description | Images of 5 characters for the simulation were commissioned. This included a drawing of Robyn and Molly. These two girls who are the main characters and they experience exploitation via different pathways. Sketches of police officers were also created to represent two officers; TDC Sue Jackson and DC Mark Ray. Finally, a sketch was also provided for Billy who was involved in the exploitation of Molly and Robyn. |
| Type Of Art | Artwork |
| Year Produced | 2023 |
| Impact | Character sketches were created in collaboration between the Centre for Child Protection and Kent Police alongside artistic game developer Player3. Following in-depth discussions within the collaboration and informed by research and case studies (published and unpublished), the characters were created to bring the game alive. Their presence enables a deeper level of immersion within the simulation and brings physical characteristics to the forefront for considerations within the investigation. Though there may be slight adjustments required following feedback, overall, having images was well received by training delegates. |
| URL | https://data.kent.ac.uk/510/ |
| Description | In providing public protection, police should understand trauma and be able to respond to girls with lived experiences of child sexual exploitation (GLE-CSE) with a trauma informed approach (TIA). However, police are not necessarily trained or equipped to respond in this way. The following research questions progressed solutions to growing concerns about the welfare of GLE-CSE who rely on support from police. RQ1) What key features should be included in a simulated training tool for police to foster a TIA to support, help and intervention with GLE-CSE? RQ2) What do police value, dislike or desire from the pilot training tool created to promote a TIA to support, help and intervention with GLE-CSE? RQ3) How do police feel the simulation training tool has impacted on their knowledge, skills, and behaviours around TIAs to support, help and intervention with GLE-CSE? 'Serious game' simulation training has been linked to immersive and more readily retained learning. Building on this premise, this collaboration between the Centre for Child Protection (CCP) and Kent Police (KP) applied a participatory action approach with the KP collaborators and delegates who offered detailed feedback on development and delivery of a pilot-simulation training tool supporting police to embed a trauma informed approach to work with GLE-CSE. This action-oriented approach ensured a highly targeted and engaging pilot-simulation while generating a sense of ownership among stakeholders. It provides unique professional datasets, access to classified information, unpublished research, and frontline and first-hand identification of areas of concern, which were integrated into the pilot-simulation. Training was delivered to police officers (n=77) in the southeast of the UK and evaluated using a mixed-methods survey with short answer feedback and Likert-style questions. There was 100% response rate. Participants completed feedback forms before, during and after training where they self-assessed against learning outcomes (LOs) and provided general feedback on the training approach. RQ1: A collaborative knowledge exchange identified 6 LOs for the pilot-simulation training tool: • (LO1) Develop knowledge around identification and recognition of CSE, • (LO2) Understand how to support GLE-CSE with a TIA, • (LO3) Develop skills around the active investigation of CSE with GLE-CSE, • (LO4) Understand of how to prepare and present CSE cases to the Crown Prosecution Service, and • (LO5) Recognise and respond to secondary trauma in oneself and with colleagues. • (LO6) Develop skills to engage with GLE-CSE RQ2: Qualitative feedback highlighted participants liking the interactive, varied, and immersive nature of the tool. They liked the group discussions in a safe environment, informed trainers, helpful resources, and the overall case and topics explored throughout the day. Areas for development included enhancements of the interactive content for an even more immersive experience and the further development and elaboration of key topics. RQ3: The training programme was evaluated as relevant and effective in enhancing the knowledge and understanding of trauma informed approaches to investigating CSE cases. 95% of delegates rated the training as 'highly relevant/relevant' with 99% rating the tool as 'very helpful/helpful'. Improvement across all LOs was evident and impact of improved practice evidenced 0-6 months post training. |
| Exploitation Route | KP are going to continue to use this pilot-simulation training tool internally and are in the process of making it mandatory training in their region; to continue to enhance and improve internal policing practices. CCP is in contact with national policing leads for child sexual exploitation investigations in the consideration of rolling training out nationally towards the end of 2024, with hopes of broadening the reach and impact of this promising training tool/programme even further. Publication of our work is anticipated later in 2024 with academic benefits to understanding the potential impact of using a participatory action approach in designing a collaborative pilot-simulation design to improve critical and often complex practice and knowledge development. |
| Sectors | Communities and Social Services/Policy Education |
| URL | http://data.kent.ac.uk/id/eprint/510 |
| Description | This ESRC funded project builds on the Centre for Child Protection (CCP)'s 10+ years of creating research-informed immersive 'serious game' simulation training tools targeting child protection issues, which have been disseminated in over 90 countries to over 11,000 practitioners, directly benefitting 500,000 young people. Working in partnership with Kent Police (KP), we utilised this innovative technology, established pedagogy, and the latest research to create a pilot-simulation training tool embedding a trauma informed approach (TIA) within police responses to girls with lived experience of child sexual exploitation (GLE-CSE), aiding in the disruption of violence against women and girls. This pilot-simulation was delivered to 77 investigators across KP, resulting in the translation of difficult theoretical concepts into practice knowledge. Pre/post-test evaluations highlighted improved investigator's confidence and knowledge across all learning outcomes learning outcomes (LOs): (LO1) Develop knowledge around identification and recognition of CSE, (LO2) Understand how to support GLE-CSE with a TIA, (LO3) Develop skills around the active investigation of CSE with GLE-CSE, (LO4) Understand of how to prepare and present CSE cases to the Crown Prosecution Service, (LO5) Recognise and respond to secondary trauma in oneself and with colleagues, and (LO6) Develop skills to engage with GLE-CSE. 95% of participants rated the training as "highly relevant/relevant" and 99% rated the simulation as "very helpful/helpful." Post-training feedback included a plethora of comments highlighting improved knowledge: "[I have a] better understanding of trauma responses and CSE," "broadened my awareness of CSE," "I now understand more about trauma informed approaches," "This will assist my engagement and investigations every day moving forward", and "Helpful course enabling a chance to prevent officers overlooking opportunities to make a difference in someone's life." This project strengthened capacity building in KP by sharing novel training technologies and evidence-informed perspectives; for example, DCI Rabey from Kent Police shared that the project provided "innovative solutions to many of the key issues of training large numbers of staff in what is a complex area of business". The project won Kent Police's Strategic Prevention Head of Command Award for "improving approaches to trauma informed investigations and therefore [...] service and support to our most vulnerable young victims in Kent [as well as] drive and commitment to improving the police response to CSE investigations and improving police." DS Banks from KP highlighted positive cultural impact from this project in supporting KP to be "to be victim centred in [their] approach, ensuring that [they] eradicate victim blaming language." DS banks also stated that, "For the officers trained within the [ESRC funded] pilot, the impact of the training; increased confidence and understanding in how they would respond to CSE, appreciation of what it means to be trauma informed and recognition of the impact their interactions can have." KP is considering making this pilot-simulation mandatory training. It has also attracted interest for use on a national scale from national policing leads for child exploitation investigations. This project led to reassessment of risk in specific cases and an overall increase in recordings of trauma where a vital shift was identified post-training in understanding how past traumas manifest in young people's presenting behaviours. Between 03/2023-05/2023 (pre-training) and 10/2023-12/2023 (post-training), the presence of the word 'trauma' in children's assessments raised from 12 to 28. Considering the regional 21% decrease in individuals reported missing in the same post-training timeframe, the 133% increase in the recording and consideration of trauma post-training has contributed to a significant enhancement of police assessments with GLE-CSE. For example, in a KP assessment of a GLE-CSE, pre-training case notes highlighted victim blaming language like, "made deliberate plans to go missing," and "this is normal for [her]." Past trauma was not acknowledged; however, post-training recording by a training delegate omitted victim blaming language and identified the young person as someone who "has experienced adverse childhood trauma which leads her to struggle with her emotional regulation." 3-6 months post-training, delegates highlighted the instrumental impact of training to their practice in keeping girls safe from exploitation by improving understanding of child sexual exploitation, trauma, and prosecution in exploitation cases. They shared, "[It] helped me to have empathy and greater understanding of previous and current events to offer support to the child," "I have engaged with intermediaries for ABE interviews with female victims of exploitation offences since the training. This has assisted in supporting them to give their evidence", and "improved my understanding [of] the detail needed to support an investigation." One particular comment spoke to improved understanding of a child's perspective based on training: "I have worked with two vulnerable missing teenage girls in the past few months. Both of these girls were being groomed The training assisted me greatly as I was able to view the issues from all different perspectives and most beneficially from their perspective" and another comment highlighted improved case presentation for Crown Prosecution Service, "I have two evidence led sexual exploitation cases and the training has assisted me with preparing for those. They have extra difficulties with regards to victim non-engagement but the training has helped me use this as an enhancement to the case. The victim is non-engaging because they were successfully groomed. I am much more aware of victim blaming language also." |
| First Year Of Impact | 2023 |
| Sector | Communities and Social Services/Policy,Education |
| Impact Types | Policy & public services |
| Description | Training Programme for Police Officers to Advance Trauma Informed Responses to Tackle Child Sexual Exploitation in the UK |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | This ESRC funded project builds on the Centre for Child Protection (CCP)'s 10+ years of creating research-informed immersive 'serious game' simulation training tools targeting child protection issues, which have been disseminated in over 90 countries to over 11,000 practitioners, directly benefitting 500,000 young people. Working in partnership with Kent Police (KP), we utilised this innovative technology, established pedagogy, and the latest research to create a pilot-simulation training tool embedding a trauma informed approach (TIA) within police responses to girls with lived experience of child sexual exploitation (GLE-CSE), aiding in the disruption of violence against women and girls. This pilot-simulation was delivered to 77 investigators across KP, resulting in the translation of difficult theoretical concepts into practice knowledge. Pre/post-test evaluations highlighted improved investigator's confidence and knowledge across all learning outcomes learning outcomes (LOs): (LO1) Develop knowledge around identification and recognition of CSE, (LO2) Understand how to support GLE-CSE with a TIA, (LO3) Develop skills around the active investigation of CSE with GLE-CSE, (LO4) Understand of how to prepare and present CSE cases to the Crown Prosecution Service, (LO5) Recognise and respond to secondary trauma in oneself and with colleagues, and (LO6) Develop skills to engage with GLE-CSE. 95% of participants rated the training as "highly relevant/relevant" and 99% rated the simulation as "very helpful/helpful." Post-training feedback included a plethora of comments highlighting improved knowledge: "[I have a] better understanding of trauma responses and CSE," "broadened my awareness of CSE," "I now understand more about trauma informed approaches," "This will assist my engagement and investigations every day moving forward", and "Helpful course enabling a chance to prevent officers overlooking opportunities to make a difference in someone's life." This project strengthened capacity building in KP by sharing novel training technologies and evidence-informed perspectives; for example, DCI Rabey from Kent Police shared that the project provided "innovative solutions to many of the key issues of training large numbers of staff in what is a complex area of business" (DCI Rabey). The project won Kent Police's Strategic Head of Command Award for "improving approaches to trauma informed investigations and therefore [...] service and support to our most vulnerable young victims in Kent [as well as] drive and commitment to improving the police response to CSE investigations and improving police." DS Banks from KP highlighted positive cultural impact from this project in supporting KP to be "to be victim centred in [their] approach, ensuring that [they] eradicate victim blaming language." DS banks also stated that, "For the officers trained within the [ESRC funded] pilot, the impact of the training; increased confidence and understanding in how they would respond to CSE, appreciation of what it means to be trauma informed and recognition of the impact their interactions can have." KP is considering making this pilot-simulation mandatory training. It has also attracted interest for use on a national scale from national policing leads for child exploitation investigations. |
| URL | https://data.kent.ac.uk/id/eprint/510 |
| Title | Collaborative (pilot) Simulation Training Tool Creation, Application, and Evaluation |
| Description | In providing public protection, police should understand trauma and be able to respond to traumatised GLE-CSE. However, police are not necessarily trained or equipped to respond in this way. Therefore, the following research questions were important in driving innovative and impactful solutions to a growing concern about the welfare of GLE-CSE who rely on the support from police to keep them safe. RQ1) What key features should be included in a simulated training tool for police to foster a TIA to support, help and intervention with GLE-CSE? RQ2) What do police value, dislike or desire from the pilot training tool created to promote a TIA to support, help and intervention with GLE-CSE? RQ3) How do police feel the simulation training tool has impacted on their knowledge, skills, and behaviours around TIAs to support, help and intervention with GLE-CSE? 'Serious game' simulation training has been linked to immersive and more readily retained learning. Building on this premise, this project applied a participatory action approach with the Kent Police collaborators and delegates who offered detailed feedback on development and delivery. This action-oriented approach ensured a highly targeted and engaging pilot-simulation while generating a sense of ownership among stakeholders. It provided unique professional datasets, access to classified information, unpublished research, and frontline and first-hand identification of areas of concern, which were integrated into the pilot-simulation for enhanced impact. Training was delivered to police officers (n=77) in the southeast of the UK and evaluated using a mixed-methods survey with short answer feedback and Likert-style scaling questions. There was 100% response rate. Participants completed feedback forms before, during and after training where they self-assessed against learning outcomes (LOs). |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2023 |
| Provided To Others? | Yes |
| Impact | RQ1: A collaborative knowledge exchange identified 6 priority LOs for the pilot-simulation training tool: • (LO1) Develop knowledge around identification and recognition of CSE, • (LO2) Understand how to support GLE-CSE with a TIA, • (LO3) Develop skills around the active investigation of CSE with GLE-CSE, • (LO4) Understand of how to prepare and present CSE cases to the Crown Prosecution Service, and • (LO5) Recognise and respond to secondary trauma in oneself and with colleagues. • (LO6) Develop skills to engage with GLE-CSE RQ2: Qualitative feedback highlighted participants liking the interactive, varied, and immersive nature of the tool as well as the group discussions in a safe environment, informed trainers, helpful resources, and the overall case and topics explored throughout the day. Areas for development included enhancements of the interactive content for an even more immersive experience and the further development and elaboration of key topics. RQ3: The training programme was evaluated as relevant and effective in enhancing the knowledge and understanding of trauma informed approaches to investigating CSE cases. 95% of delegates rated the training as 'highly relevant' or 'relevant' with 99% also rating the tool as 'very helpful' or 'helpful'. Improvement across all LOs was evident. |
| URL | https://data.kent.ac.uk/id/eprint/510 |
| Title | 'Robyn and Molly': A Trauma Informed Approach to Investigating Child Sexual Exploitation |
| Description | 'Serious game' simulation training has been linked to immersive and more readily retained learning. Building on this premise, this Centre for Child Protection (CCP) and Kent Police (KP) collaboration applied a participatory action approach with KP collaborators and delegates to create 'Robyn and Molly' which is an immersive pilot-simulation training tool. It is designed to support police in developing a trauma informed approach to policing to aid in the disruption of child sexual exploitation of girls. This project's action-oriented approach ensured a highly targeted and engaging simulation while generating a sense of ownership among stakeholders. It utilised unique professional datasets, access to classified information, published/unpublished research, and frontline and first-hand identification of areas of concern, which were integrated into the pilot-simulation for enhanced impact. |
| IP Reference | |
| Protection | Trade Mark |
| Year Protection Granted | 2023 |
| Licensed | Yes |
| Impact | This ESRC funded project builds on the Centre for Child Protection (CCP)'s 10+ years of creating research-informed immersive 'serious game' simulation training tools targeting child protection issues, which have been disseminated in over 90 countries to over 11,000 practitioners, directly benefitting 500,000 young people. Working in partnership with Kent Police (KP), we utilised this innovative technology, established pedagogy, and the latest research to create a pilot-simulation training tool embedding a trauma informed approach (TIA) within police responses to girls with lived experience of child sexual exploitation (GLE-CSE), aiding in the disruption of violence against women and girls. This pilot-simulation was delivered to 77 investigators across KP, resulting in the translation of difficult theoretical concepts into practice knowledge. Pre/post-test evaluations highlighted improved investigator's confidence and knowledge across all learning outcomes learning outcomes (LOs): (LO1) Develop knowledge around identification and recognition of CSE, (LO2) Understand how to support GLE-CSE with a TIA, (LO3) Develop skills around the active investigation of CSE with GLE-CSE, (LO4) Understand of how to prepare and present CSE cases to the Crown Prosecution Service, (LO5) Recognise and respond to secondary trauma in oneself and with colleagues, and (LO6) Develop skills to engage with GLE-CSE. 95% of participants rated the training as "highly relevant/relevant" and 99% rated the simulation as "very helpful/helpful." Post-training feedback included a plethora of comments highlighting improved knowledge: "[I have a] better understanding of trauma responses and CSE," "broadened my awareness of CSE," "I now understand more about trauma informed approaches," "This will assist my engagement and investigations every day moving forward", and "Helpful course enabling a chance to prevent officers overlooking opportunities to make a difference in someone's life." This project strengthened capacity building in KP by sharing novel training technologies and evidence-informed perspectives; for example, DCI Rabey from Kent Police shared that the project provided "innovative solutions to many of the key issues of training large numbers of staff in what is a complex area of business" (DCI Rabey). The project won Kent Police's Strategic Head of Command Award for "improving approaches to trauma informed investigations and therefore [...] service and support to our most vulnerable young victims in Kent [as well as] drive and commitment to improving the police response to CSE investigations and improving police." DS Banks from KP highlighted positive cultural impact from this project in supporting KP to be "to be victim centred in [their] approach, ensuring that [they] eradicate victim blaming language." DS banks also stated that, "For the officers trained within the [ESRC funded] pilot, the impact of the training; increased confidence and understanding in how they would respond to CSE, appreciation of what it means to be trauma informed and recognition of the impact their interactions can have." KP is considering making this pilot-simulation mandatory training. It has also attracted interest for use on a national scale from national policing leads for child exploitation investigations. |
| Title | 'Robyn and Molly': A Trauma Informed Approach to Investigating Child Sexual Exploitation |
| Description | A training simulation was developed with Articulate Software as part of a collaborative project between the Centre for Child Protection (CCP) and Kent Police funded initially by the University of Kent's Impact Fund and then by the Economic and Social Research Council (ESRC) to tackle Violence Against Women and Girls (VAWG). This simulation utilises a proven innovative technology and established pedagogy of "serious game" simulation training with a focus on the sexual exploitation of girls. This project included the creation, application, and evaluation of this pilot-simulation training tool to be used with police officers to promote a trauma-informed approach to working with victims and witnesses in cases involving crimes of child sexual exploitation (CSE). |
| Type Of Technology | New/Improved Technique/Technology |
| Year Produced | 2023 |
| Impact | A notable advancement achieved in the development of this tool is the progression of more accessible simulation development without larger scale costings and expertise in game design. This software utilised in-house to create an immersive, engaging, and innovative learning tool which has captured the interested of delegates and improved all learning outcomes it was designed to address. |
| URL | https://www.youtube.com/watch?v=LpNQZdTIwrA |
| Description | Green, T. and Hills, B. (2023). Project presentation to "Child Sexual Abuse and Exploitation Regional Tactical Delivery Group". |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr Green and Ms Hills delivered a presentation of this project to the 'Child Sexual Abuse and Exploitation Regional Tactical Delivery Group' on the 7th of July 2023. The presentation was titled, 'Simulation Training in Child Protection: Embedding Trauma Informed Approaches within Frontline Services.' Approximately 50 delegates were present and included police representatives from Kent, Essex, Hertfordshire, Norfolk, Suffolk, South Yorkshire, and a Regional Analyst. There was great interest in our efforts and we made contact with representatives from The Hydrant Programme whose aim is to support child protection and abuse investigations nationally. This meeting sparked conversations with members from The Hydrant Programme who attended one of our training sessions and who are working with us to explore possible routes to support full-scale simulation development and national delivery of this innovative, impactful, new training programme. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Green, T., Kosaraju, A., Soutar, E., and Brown, M. (2023). Webinar and PowerPoint Slides for 'Simulation Training in Child Protection: Embedding Trauma Informed Approaches within Frontline Services.' Centre for Child Protection's Critical Conversations in Child Protection: A Webinar Series |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Funded by the Economic and Social Research Council (ESRC), a collaboration between the Centre for Child Protection and Kent Police was created with the aim to tackle Violence Against Women and Girls - or 'VAWG'. This project specifically focused on sexual exploitation of girls through the creation, application, and evaluation of a trauma-informed pilot-training simulation tool for police. This session provided an overview of the project's history, the reasons for its focus on a trauma informed approach, and early evaluation results of its implementation. Due to limited promotion, 54 people signed up to attend and 24 people attended live (with everyone registered receiving slides and a copy of the recording). The webinar is posted online where it has received additional views (~20). Those in attendance wanted to hear more about this pilot-simulation tool, the purpose it aimed to serve, the innovative means to further disrupt child sexual exploitation, and how a trauma informed approach (TIA) can be translated into practice. Feedback highlighted that delegate's expectations were met and they enjoyed hearing about 'how police are beginning to use TIA's in interacting with children and young people' and 'hearing methodology, seeing simulation example, hearing from Kent police [and this] great work'. |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://kar.kent.ac.uk/104212/ |
| Description | Knowledge Exchange Collaboration: Designing, Creating, Delivering, and Evaluating a Pilot-Simulation Training Tool to Support Trauma Informed Police Response to Girls with Lived Experiences of Child Sexual Exploitation |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Between 11/2022-02/2023, a collaborative design between the Centre for Child Protection (CCP) and Kent Police (KP) commenced aimed at exploring key areas of development and design for a pilot-simulation training tool. Collaborations in the planning of workshops enabled effective information exchanges between academia and policing. Collaborations between CCP and KP created a package of key development details including agreed learning outcomes (LOs), interactive elements, storyline, diverse character details and backgrounds, script writing, training strategies to engage police and the sketching of characters. Between 03/2023-06/2023, outputs from the collaborative design were integrated into the creation of a pilot training tool aimed at embedding a trauma informed approach (TIA) to police work with girls with lived experiences of child sexual exploitation (GLE-CSE). The pilot-simulation tool was created via Articulate Software. CCP and KP used their training expertise to develop supporting training materials which included instructions, finalised LOs, activities, worksheets, a training pack, and an academic overview of essential concepts. Collaboration between CCP and KP continued as key design elements were applied, questioned, and finessed. Between 07/2023-10/2023, CCP and KP implemented, evaluated, and modified the pilot training tool. 9 training sessions were delivered to 77 detectives. CCP and KP jointly facilitated these training sessions, sharing key training expertise and supporting application and implementation of the training tool. Evaluative questionnaires were developed, administered, and analysed: they included short answer feedback and Likert scaling questions. Feedback was discussed between CCP and KP to consider and implement adaptations and modifications to the pilot simulation. The project strengthened existing capacity building in KP by assimilating novel training technologies and evidence-informed perspectives into training programmes. Chris Rabey, Detective Chief Inspector KP, stated, "The Centre has provided us with innovative solutions to many of the key issues of training large numbers of staff in what is a complex area of business." Pre/post-test evaluations highlighted improved investigator's confidence and knowledge across all learning outcomes (LOs). 95% of participants rated the training as "highly relevant/relevant" and 99% rated the tool as "very helpful/helpful." Post-training feedback included a plethora of comments highlighting improved knowledge: "[I have a] better understanding of trauma responses and CSE," "broadened my awareness of CSE," "I now understand more about trauma informed approaches," and "This will assist my engagement and investigations every day moving forward." A vital shift was identified in understanding how past traumas manifest in young people's presenting behaviours post-training. |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://data.kent.ac.uk/id/eprint/510 |