Involvement in crime; direct involvement with gang members or living in a community; involvement with older individuals or lacking friends from the same age group; contact with other individuals who are sexually exploited U se of technology and sexual bullying Evidence of ‘sexting’, sexualised communication on-line or problematic use of the internet and social networking sites A lcohol and drug misuse Problematic substance use R eceipt of unexplained gifts or money Unexplained finances, including phone credit, clothes and money D istrust of authority figures Resistance to communicating with parents, carers, teachers, social services, health, police and others Appendix B Categories 0 and 1 - Risk Assessment Framework for Safeguarding Children Abused Through Sexual Exploitation POSSIBLE INDICATORS
Appendix E Be Healthy Physically healthy Mentally and emotionally healthy Sexually healthy Healthy lifestyles Choose not to take illegal drugs Parents, carers and families promote healthy choices Stay Safe Safe from maltreatment, neglect, violence and sexual exploitation Safe from accidental injury and death Safe from bullying and discrimination Safe from crime and anti-social behaviour in and out of school Have security, stability and are cared for Parents, carers and families provide safe homes and stability Enjoy and Achieve Ready for school Attend and enjoy school Achieve stretching national educational standards at primary school Achieve personal and social development and enjoy recreation Achieve stretching national educational standards at secondary school Parents, carers and families support learning Make a positive contribution Engage in decision-making and support the community and environment Engage in law-abiding and positive behaviour in and out of school Develop positive relationships and choose not to bully and discriminate Develop self-confidence and successfully deal with significant life changes and challenges Develop enterprising behaviour Parents, carers and families promote positive behaviour Economic Well-being Engage in further education, employment or training on leaving school Ready for employment Live in decent and sustainable communities Access to transport and material Live in households free from low income
Many young people who run away or go missing need to build up trust with somebody before they will discuss in depth the reasons why they decided to run away. The independent person could be a social worker other than the child's social worker, if they have one, or a teacher, school nurse, Connections, Youth or YOT worker, a voluntary sector practitioner or a police officer whom the child knows and trusts. The independent interview should be with someone the child trusts and who is separate from the police and children's social services interview. The child should be asked who they wish to speak to Links between missing children and CSE In order to ensure that the links between missing children and those at risk of CSE are adequately considered, the Public Protection Unit Detective Inspector will attend the CHSCB Missing Children Steering Group as well as the CHSCB Sexual Exploitation Group to ensure cross over and consistency between the two areas.