Dr Arnon Bentovim Good evening. I’m delighted  to welcome you to this seminar of the ACEs   Special Interest Group of ACAMH, and it’s a  particular pleasure for me to welcome Laura,   Laura Nott from the Faithfull Foundation, who’s  going to be speaking about “Preventing Sexually   Harmful Behaviour of Young People,” and  introducing the Inform and Shore Initiative. I have to say, I have a particular point that I  want to make in terms of my own connection with   the Faithfull Foundation. Baroness Lucy Faithfull,  who founded the foundation, an ex-Head of Social   Services, and then a Baroness, close to Margaret  Thatcher, but with very different politics,   and she was instrumental in helping found the  Lucy Faithfull Foundation. I was invited to be   on the board. Subsequently, I was Chair and I’m  now Life President, for my sins, or otherwise. But it’s a great pleasure to introduce  Laura and the work of the foundation,   because the foundation believes that child  sexual abuse is preventable, not inevitable.   Alongside specialist assessments, intervention  and consultation, a number of prevention and   intervention initiatives for children and  young people are included, and you’ll learn   about the Inform Young People’s Programmes  for young people who get into trouble online,   to explore the innovative Shore website  and you’ll hear about the schools project. Very – particularly important at this point in  time, particularly considering that there may   be mandatory reporting, which would mean that  there will be many more children with – who’ve   been sexually abused that come to note. Well,  it’s interesting to note very recent research   from David Finkelhor in New Hampshire that  including questions about online sexual abuse   had strikingly increased the prevalence in  a North American study, which you will hear   about when you get our next newsletter, which  I’m in the process of compiling at the moment. So, Laura trained and qualified as a  Probation Officer. She started group   work with young men affected by domestic abuse,  helping them understand healthy relationships,   was involved in training, consultacy  – consultancy, training Teachers,   Social Workers and Police Officers, safeguarding  and family therapy. And after that early career,   she’s now leading the Lucy Faithfull  Foundation’s Multidisciplinary Schools Team,   alongside Researchers from the University  of Surrey, on a three-year action research   project to support schools to respond  and prevent harmful sexual behaviour. The Faithfull Foundation prides  itself on being an organisation   that works to prevent the offending  behaviour, to prevent sexual abuse,   by actually working with young people with – and  adult perpetrators, because that is a key way to   preventing sexual abuse. And you’ll hear about the  developments, which Laura has had a key role in. Please use the Q&A, question and answer, link, and  we’re hoping to have two or three breaks to take   questions. So, please put your questions in the  Q&A and if there’s any comments you want to make,   please feel free to use the chat. And I’m pleased  to see that people are introducing themselves and   we have colleagues from the United States, from  Canada, from Romania, from Holland. And I love   and pleased to see the colleague from Wales,  from the Aneurin Bevan Board, and we’re all,   hopefully, going to really enjoy the film, Nye,  which is now – at least we can see it on cinemas,   if you can’t get to the National Theatre.  So, thank you very much. So good to see   so many of the presentations, which the  ACAMH is now organising, and I’m delighted   that we have this session for you, and I  hope this is something that you’ll really   enjoy and will get something from it in this  important and key area of work. So, Laura, please. Laura Nott Thank you so much, Arnon, for  that really kind introduction and for the real   privilege of being invited to come and speak with  you this afternoon. So, thank you for having me.   So, hopefully, you’re all aware why you’re here  this evening and it’s to talk about the prevention   of harmful sexual behaviour between young people.  I haven’t gone into great detail about defining   harmful sexual behaviour, because I’m guessing,  with the roles and the organisations that people   are coming from, that everybody will have that,  kind of, fairly shared understanding. But I will   just reference Professor Simon Hackett’s  “Continuum of Harmful Sexual Behaviours,”   looking at the sexual behaviour that ranges  from normative and age-appropriate and expected,   all the way through to violent and abusive. And  giving that idea that all sexual behaviour falls   somewhere upon that continuum, and those helpful  categories that can help us to decide what kind of   behaviour we’re seeing and what kind of response  we need to co-ordinate in – to respond to that. So, I’m going to introduce you today to the  Inform Young People’s Programme, the Shore website   and the project that I lead, the Everyone’s  Safer School’s Project. But before I do that,   Arnon gave a really lovely introduction to the  Lucy Faithfull Foundation. This is Baroness Lucy   Faithfull, who I’m quite envious of Arnon having  known so well. I would have loved to have met her,   because every day, she inspires me in my role  and inspires the work of the foundation. So,   a 32-year legacy with absolutely  no plans to stop any time soon. So, you can see some of our mission and our values  onscreen there. I think probably the key thing to   note about the Lucy Faithfull Foundation is the  breadth of the work that we do and the complexity   of the work that we do. But that real,  kind of – if you took nothing else away,   it would be that sense that we’re here to  prevent harmful sexual behaviour and child   sexual abuse. We want to do everything we can to  stop that abuse from happening in the first place. There are some fantastic organisations, many  of whom are represented here on the call this   evening, who do an absolutely incredible job in  picking up the pieces after sexual abuse happens,   but we really want to get upstream from there and  to stop it before it’s started. So, every service   that we offer, every piece of research that we  get involved in, every piece of individual work,   is working towards that aim, to prevent child  sexual abuse and harmful sexual behaviour. So, I work as part of The Children and Young  People’s Team, and I’ll just give you a brief   overview of the services that we offer. We’ve got  our specialist Assessments and Interventions Team,   and so, they are practitioners working  with young people who’ve displayed   harmful sexual behaviour. And they’re  conducting usually an AIM assessment,   developing a bespoke intervention plan for  them and carrying out that intervention,   or putting support around the network around  the child for other adults to carry out those   interventions where appropriate. So, a big part  of the work is around consultancy and supporting   that child’s network, providing them with the  resources and the training and the confidence,   often, do that work around the child. So, we’re  not just another adult parachuting in and out of   the situation, but we’re strengthening the  long-term and support around that young person. We deliver an extensive programme of training and  we’ve got some off-the-shelf training programmes   that you can see on our Lucy Faithfull website,  but we also design bespoke training interventions   and packages. So, if you’ve got any training  queries, please do address us with those and   we’ll be delighted to see if we can support  you. The Inform Young People’s Programme,   the Shore website and the research and development  projects, I’m going to go into in more depth.   What unites all of them, Inform, Shore and the  schools work, is the huge emphasis on prevention. I was going to share a slide on the Public  Health model of prevention that, no doubt,   you’ll all be familiar with, that triangle model  where we’ve got a large number of people who would   receive a primary prevention, a universal,  kind of, service. We’ve got a smaller number   of people up the triangle who would refer – who  would receive a targeted service and then, we’ve   got the tertiary, the very specialist service for  the – a smaller number of people. And I started to   think about how perhaps we could consider Inform  Young People as a tertiary provision, Shore as a   secondary provision and the schools work as a  primary prevention approach. But actually, all   three crosscut all levels in ways that I hope I’ll  go onto explain. So, I didn’t actually present   you with that slide. But if we can be thinking  through that Public Health model to prevention,   as we’re talking, and I think it will  become clear about how each service,   each provision, slots in, in different ways  across those three levels of prevention. So, I’m going to start off with Inform Young  People and talk you through this programme. I’ll   then pause after the five or six slides that we’ve  got here for any specific questions about the   Inform Young People’s Programme. Then once we’ve  answered those questions, we’ll move onto Shore   and we’ll pause again so that any questions around  the website can be asked and, hopefully, answered   there. And then, for the final section, I’ll  talk about my work in the schools and then, we   can have a final question session relating to the  schools, plus anything else that anybody wanted   to revisit or come back to, regarding any of the  services that we’ve talked about this afternoon. So, what is Inform, the Young People’s Programme?  Well, it is a short psycho-educative approach.   It’s a programme with different sessions that can  be tailored for each young person individually,   and it was developed by Lucy Faithfull  staff, specialist practitioners, who’ve all   got multidisciplinary backgrounds in working  with young people. It’s a toolkit approach,   so that people can pick and mix from the different  interventions that are needed, but it provides a   framework to hang those interventions from. So, it  gives some structure, but also, some flexibility. It is a voluntary programme, so young people  aren’t mandated to attend this, and it’s designed   to help young people who’ve displayed harmful  sexual or illegal behaviour online, and it’s – the   whole aim is to help them to develop responsible  behaviour online, to become healthy digital   citizens and to be able to use the internet in  a way that doesn’t harm them or anybody else. The Inform Young People’s Programme is also for  family members, and it’s designed to assist them   to support their young person. Often, parents  will react with a lot of fear, a lot of shame,   a lot of worry and so, part of our work is to  work with the family and to provide that holistic   support for them all to get past this incident  that’s happened. Young people are referred into   the Inform Young People’s Programme by  the Police, by youth offending services,   by schools and directly. People can self-refer  or be referred in from their families. However, most of our referrals come through  our Stop it Now helpline, and I’ll just touch   on here in case people haven’t heard of the Stop  it Now helpline. That’s been running for over 20   years now. Primarily, it’s aimed at people who  are worried about their own, or other people’s,   sexual feelings, thoughts and behaviour towards  children, and we receive over 1,000 calls a   month from people with those worries. But  professionals can call in, as well, and so,   we get a lot of calls from professionals who  are worried about a young person in their world   who’s got into trouble online, and that’s how we  pick up a lot of the referrals to the programme. The programme consists of one initial  meeting. We used to call those face-to-face,   but a lot of them are, obviously,  done online now since COVID. And then,   it’s followed by up to ten hours of  intervention, delivered in a series   of sessions that are tailored to each young  people’s needs. So, not every young person will   do all ten sessions. They’ll all do the first,  initial meeting, but then, it might be three,   it might be five, it might be seven, and  the sequence of those sessions will be   determined by the young person’s presenting  needs and the issues that they’re facing. What the Inform Young People’s Programme isn’t,  it’s not a long-term therapeutic programme. It is   a brief, sort of, solution-focused intervention.  It’s not a magic wand. We can’t guarantee that   all the issues a young person brings will  be fixed by the end of this intervention,   and it’s not a replacement for parental  guidance. So, we’re not saying that we   can be the solution here. We’re wanting  to work with families, parents and carers,   schools, referring agencies,  to be part of a wider solution. It’s not a punishment and it absolutely  shouldn’t be used as one. We want to   encourage young people to reflect upon their  behaviour and if they see it as punitive,   they’re unlikely to get the full benefit of the  programme. It’s not rigid or fixed. It, as we say,   it can be tailored to make it very individual. It  isn’t designed for young people who have complex   needs and who require long-term therapeutic  engagement and treatment. It is that short   intervention, and it’s not designed for young  people who have engaged in direct sexual contact,   so any sort of contact, unwanted touching,  sexual assault. It’s all about online behaviour. Okay, so, the target audience, I’m just going  to – sorry, I’m sorry if you can see me moving   things on my screen there. Just wanting you to  be able to see the words. The target audience   are young people aged between 13-21, but we can  work with young people aged up to 25 if they   have diagnosed additional needs, such as autism or  any learning difficulties. It’s for young people   who’ve displayed technology assisted harmful  sexual behaviour. As we mentioned, it’s about   that online behaviour and it’s for all gender  identities and it is accessed by all genders. Here are some of the module, well, all of  the module titles, to give you an introduc –   an overview of the programme. That  first introductory session is all   about building rapport. So, our practitioners  are really skilled in this about developing a   good relationship with young people. They’re  talking about possibly the most embarrassing,   shameful and scary thing that has happened  to them, getting into trouble online. And so,   our practitioners need to be really sensitive,  really non-judgmental and very caring,   in order to build up that rapport  with a young person from the offset. We then look at a Good Life Model, or again,  because it can be sequenced in different ways,   we might not necessarily run it in this order,  but this – these are the modules available. So,   the Good Lives Model, and we’ve actually  got – in case people haven’t heard of that,   we’ve got an animation from the Shore website  to play you later on that looks at the Good Life   Model in more detail. We’ve got an educative  model around the Criminal Justice System,   so what young people can expect if  they’ve got into trouble with the Police,   how investigations work, how the criminal  justice procedures go on from there, in Court,   and Youth Justice Services after that. Got  a module around getting into trouble online,   how might young people get in trouble? What does  the law say? What is legal, what is illegal? The Internet and Me, so that’s looking about  what the internet means to young people,   how they use it, what needs are they trying to  meet through their internet use? It’s Okay to   Talk About Sex, so we’re looking at sex  education there and giving very useful,   accurate, up-to-date information to young people.  A lot of young people get into trouble purely out   of curiosity in trying to find information, or  out of a natural, kind of, sexual curiosity. If a 14-year-old boy Googles the search  term, “14-year-old girl nude,” which is a   very natural driver to have, a very  natural curiosity, unfortunately,   because of the nature of the internet, the  material he’s going to see is going to be illegal,   of a child sexual abuse material nature, but  that wasn’t necessarily what he was looking   for. He was looking for, you know, natural curious  – curiosity information about children and young   people of his own age. But it’s what’s out there  that is – you know, becomes very problematic. Enthusiastic Consent, we focus on enthusiastic  consent so that young people know that the   absence of a no isn’t a yes. We need an  affirmative yes and how young people can   understand consent and look for that enthusiastic  yes. We talk about pornography and the impact   of pornography. Our message isn’t moralistic or  judgmental, but we are clear that porn is a really   poor educator and that the messages that young  people get from pornography aren’t realistic,   aren’t particularly helpful, and aren’t really  likely to give them a good grounding into sex   and relationships. In fact, if anything, it’s  likely to skew their views about their own bodies,   about other people’s bodies,  about relationships and sex. We talk about Coping with Problems, problem  solving strategies, what kind of issues they   might be facing and where they can get help.  We talk about Happy Relationships that they   might be engaging in currently or they might  be looking forward to in the future. And then,   the final session is about Positive Pathway  Plans, so setting goals with young people   and really ending on that hopeful, positive  note, giving them hope for the future and ways   that they can work towards those identified  goals. Sorry, just clicking on. There we go. So, a more recent aspect of the Inform Young  People Programme has been training other   professionals to be able to deliver the Young  People’s Programme in their own setting. So,   rather than it all being delivered by Lucy  Faithfull practitioners, we’re training   other practitioners, in their setting, to  be able to deliver this. And the ultimate   goal of that is to be able to extend the reach  of the programme, because we’re limited in the   numbers that we can work with each year. But by  rolling it out into numerous different settings,   we can, obviously, make sure that many  more young people benefit from it. To date, we’ve trained over 340 professionals from  youth offending services, specialist HSB units,   residential provision, Social Workers, NSPCC,   Barnardo’s. A whole range there of other  professionals, and if that is anything   that anybody on this call is interested in  finding out more, please do get in touch. The final slide of my talk has got my contact  details on there and that will be shared with you,   as well, and if I’m not the right person to  ask, I can introduce you to the right person.   And we also provide consultancy and refresher  workshops to train professionals. So, it’s not   just a one-hit wonder that you do the training and  then, you’re left to go out there and deliver it.   There is ongoing support, from Lucy Faithfull  practitioners, and the opportunity to reconnect   with other people who trained, as well, and to  keep that, kind of, peer learning network going. So, I’m going to pause there and see what  questions we’ve got coming in around – if there… Dr Arnon Bentovim Well, so far, I think  people have been just absorbing, Laura, but I… Laura Nott Hmmm hmm. Dr Arnon Bentovim My own comment is that I  think what’s fascinating is the importance   of the psycho-educational component, the  information giving in this particular approach,   because so often, across the field of child abuse  and maltreatment, it’s the lack of knowledge and   understanding that’s so striking. And that  actually, giving people information is a   key element in the whole of the approach, and  I’m – I wonder whether you’d agree with that. Laura Nott Oh, absolutely, Arnon. I think  we – it’s quite heartbreaking at times to   see the trouble that young people can get  into, purely through a lack of information   and a lack of understanding about the  consequences. Things like image sharing,   young people not understanding that though  it is perfectly legal for them to have a   consenting sexual relationship at the age of  16, they cannot share any images of their own   body or anybody else’s under the age of 18. So,  we’ve got those, sort of, potential grey areas   of the law that young people are falling  down into and getting into trouble there. And, you know, just general understanding about  ever-emerging issues, like artificial intelligence   and the fact that generated images are as  harmful and as illegal as actual images. So,   we’ve got – there’s so much education  constantly needed. Things like sextortion,   where young people are being  blackmailed using sexual images. Dr Arnon Bentovim Sextortation, yes. Laura Nott Yeah, and being blackmailed  for money or to provide more images. So,   there’s so much to do in raising awareness  of these new, emerging issues. But then,   just the age-old questions around consent  and understanding consent in a meaningful   way that changes behaviour. So, yeah, I think  the education element of it is just so vital. And one of the other things that we  say about pornography is that the   voice of pornography becomes louder when  other adults are silent about the topic,   and I think that applies to all of these  issues, really. I feel we’ve got a real,   kind of, moral duty to educate our young  people in the messages, the healthy messages,   that we want them to get. Because if we don’t,  they will find this information elsewhere,   but we’ve got no guarantee about the quality  or the accuracy of that information then. So,   I feel really passionate about trusted adults  in a young person’s life being the provider   of accurate and helpful sex education  and information. And that’s, obviously,   much wider than LFF. That’s the whole of society  and people’s families and parents and carers. Dr Arnon Bentovim Yes. There’s  some interesting questions have   come through, while we’ve been waiting. Laura Nott Great. Dr Arnon Bentovim Davina from the Davina Project  asks about “helping young people process shame   when they realise their behaviour may have harmed  others.” And an interesting point, “Can Support   Workers complete the training or is it just Social  Workers, or it would fit well with being trained   with AIM3, too?” And the – “What level of literacy  is required?” And “correlation between RSE and   levels of HSB.” So, those are interesting points.  So, if you’d like to pick up any of those to… Laura Nott Yes. Dr Arnon Bentovim …respond to… Laura Nott Certainly. Dr Arnon Bentovim …that would be great. Laura Nott I’ll pick up on the  correlation between RSE and HSB   later on in the school’s section,  if that’s okay, because RSHE… Dr Arnon Bentovim Okay. Laura Nott …is a huge  component of the work there. So,   we’ll definitely address that in that section. Dr Arnon Bentovim Yes, okay, Nigel. Laura Nott Guilt and shame, and that’s a really  important topic, and I’m – I don’t think I feature   it in the slides, but we’ve actually got an  animation about guilt and shame, because it’s   a huge part of helping young peop – it’s such a  massive barrier to young people seeking support,   and it’s also a huge part of helping them move  past it. So, thank you for identifying that. Was   it Davina who mentioned guilt and shame? And  we talk about the difference between the two,   about how guilt can motivate us to change  our behaviour, but shame often isolates us   and withdraw – makes us withdraw, and so, we  try and work through that with young people. Support Workers, absolutely relevant  for Support Workers to think about   this training and happy to take any  queries from individuals who might   want to look at that. And what  was the third one, sorry, Arnon? Dr Arnon Bentovim Yes, I think that was  the – I think the lit – level of literacy… Laura Nott Thank you. Dr Arnon Bentovim …required for individuals  with a disa – learning disability. Laura Nott So, the nature of the modules is  that they can all be adapted. The toolkit,   as it stands, has got PowerPoint presentations,  workbooks, worksheets and practitioner materials,   but all of those can be adapted either by  the practitioner or in combination with   the adults who work around that young person. So,  they’re the, kind of, standard level of literacy,   I guess it – we’re, kind of, talking about  mainstream Key Stage 4, I guess we’re probably   talking. But absolutely, the materials  can be adapted and they are regularly,   because we work with a large proportion of  young people with ASD, other communication   disorders and different types of special  educational needs, with great results. So,   we know that the material can be used  well with a whole range of need there. Dr Arnon Bentovim Great. Laura Nott Is anything…? Dr Arnon Bentovim Thank you  very much. I think we might… Laura Nott Thank you. Dr Arnon Bentovim …move on now, but thank you… Laura Nott Okay. Dr Arnon Bentovim …for your questions.   Please let them keep coming in. I just wanted  to say that when you showed the image of Lucy   Faithfull, I suddenly had a memory of  Lucy’s way of operating. At 8 o’clock in   the morning I would have a telephone  call and she would be saying, “Arnon,   it’s Lucy here,” and she would then have some  important issue to have to confront or deal with,   and there were plenty of those in the early days.  So, just a memory of Lucy and the tremendous   energy she brought to the whole organisation,  which still courses through. So, please… Laura Nott Yeah. Dr Arnon Bentovim …you were  going to introduce Shore. Laura Nott Thank you, Arnon. Yeah, she  sounds like an absolute force of nature.   Well, I think the very fact that here we  are, you know, sort of, 32 years later,   still inspiring all of this work, it’s clear  what kind of woman she was, isn’t it? So,   yeah, Shore. I guess many of you will be  really interested in this because this   is one of our newest provisions. It’s – I feel  really proud of it, even though I’ve had very,   very little to do with it. So, I’m not taking any  credit for this, but when I say I’m very proud,   it’s because I am. I’m proud of my colleagues  for being able to develop something like this. So, it’s a website designed for teenagers  with teenagers, if they are concerned about   harm – their own or anybody else’s sexual  behaviour. So, just as we described the   Stop it Now helpline being more geared for adults  who are worried about their own sexual feelings,   thoughts and behaviour, we were getting  calls to the helpline all the time from   young people and we realised that there was  a real need out there for resources directly   for young people. Not just taking the adult  approach and hoping that that would suffice,   but really starting from the starting point  of young people and seeing what they needed. So, in trying to understand the need,  I guess our big headline is that,   and the most recent data coming in last year,  was that in England and Wales, the Police data   on child sexual abuse and exploitation crimes  shows that there were around 107,000 offences   in 2022. Harmful sexual behaviour between under  18-year-olds accounted for 52% of those offences.   So, if we’re talking about over half of all  CSAE crimes occurring between young people,   I think that means that we’ve really got to look  at how we deal with the people who are displaying   this sort of behaviour and the people who are  being harmed by this behaviour. And we need to   think about it through the lens of young people,  not through, necessarily, through adult services. We saw, between 2021 and 2022, a 32% increase  in contact to the Stop it Now helpline from   young people aged under 18, who were worried  about their own thoughts or behaviour. We saw   an – ooh, 26% increase in the number of adults  contacting us about their concerns about young   people’s behaviour and a 41% increase in  calls from education professionals. So,   big, big rises here, and we can see, you know, a  correlating rise in the recorded crimes. So, we   knew that we’ve got this need, an unmet need, and  we set about thinking how we could meet that need. So, we conducted some research with young people,  parents and professionals to find out what they’re   worried about, where they currently access  support, and what their views were on what   we should develop. And I think what came through  loud and clear is that young people are worried   about how easy it is to access sexual content  and the risks posed to them by other people. So,   they know that they can get into trouble  online, that they can access illegal material,   but they also know that other people pose  a risk to them. So, they’re very conscious   that they could pose a risk and that other  people could pose a risk to them online. They spoke about a ‘new normal’, where engaging  in sexual behaviour online seems like the expected   thing to do. And, of course, I don’t need to  outline how the pandemic played into that,   with everybody’s relationships being  taken online and they’re, kind of,   still seeing the ripple effects from that. They’re  taught about the barriers to accessing support,   shame being a big one of those, Davina. Fears  about being judged, a lack of anonymity,   difficulty accessing resources, and just  not knowing where to go to find safe and   appropriate resources. Like we said earlier,  you know, there’s so much information out there,   but what – how much of it is high quality  and accurate and helpful for young people? Young people told us that they wanted a safe  online space to learn and to find out about sex.   They wanted just clear, matter of fact information  that will help them feel more informed. So,   we don’t need to sugarcoat information. We  don’t need to patronise young people. We just   need to give them the facts. They wanted to  be able to access anonymous and confidential   support and advice because, like we’ve touched  upon, this might be the most scary or the most   embarrassing situation in their lives, so that  anonymity is really important to them. Basically,   they won’t use services if they can’t trust them,  and so, that confidential space is so important. They want something trustworthy, official  and academic, which is interesting, isn’t it,   coming from young people’s voices? And  they were saying how hard it is to find   that good quality information,  and so, they’re looking for that,   they’re searching for that. They need  something that’s interactive and easy   to navigate and something that people know  about that’s well advertised and easy to find. So, the aims of the Shore website is for  people – young people to feel informed and   educated about all aspects of sex and  relationship, with the view, always,   of preventing harm to themselves  or others. We need that upfront,   exact and clear information and we need that  anonymous chat and email service. So, we took   what young people asked for and we distilled  it down into the skeleton of the service. Developing the site was a really interesting  process. The content was created by our LFF   practitioners, reviewed by our Senior  Leadership Team. Then we went through   an editing process to make sure that all  of the different modules and the different   areas of the website were consistent.  We asked for external peer review,   so we went to the NSPCC, BeSafe, HSB  Expert and a young adult volunteer,   who all looked at it from their different  lenses and provided scrutiny for us. Then, we commissioned a Copy Editor to make sure  that the voice coming through was consistent,   it was clear, and that the tone was right,  and then, we sought feedback from young   people at every stage of their development  to crea – to test all the creative ideas,   the concept, the name, the colour palette.  So, every aspect of the design, really. So,   you can see it was very multi-layered  and it took time, but it was really   worth that investment in time to try and get it  right, because we saw such a big need for it. I really like that quote there,  “From simply looking at the website,   it makes you feel safe,” and hopefully, you’ll see  that for yourselves here. This is the, sort of,   front page of Shore. The website address is on  the bottom of most of the slides, so hopefully,   you’ll be able to jot that down and go and  have a visit. It’s well worth it just to   navigate through some – there’s some really  helpful library topics, the animations that   we’re going to have a look at soon, and just great  sources of alternative support, signposting. So,   it’s well worth spending five minutes just  flicking through and seeing what’s on the site. [Video This is the homepage for…] Laura Nott Oh, sorry, you can find a lot  more than five minutes’ worth, as well. So,   we launched Shore for some beta testing, gathering  further feedback and then, soft launched it on the   19th of June. So, that was just a small launch,  really, with key stakeholders and young people   who were already accessing our services, who  were already known to us. And we wanted to   test it out and to get feedback at that initial  stage, before we then launched it more widely. Hopefully, you’re getting the sense of how  important young people’s participation has   been throughout this whole process. We’ve sought  feedback at every single stage. Feedback through   surveys, focus groups, discussions, dedicated  youth participation space, and that’s been   so crucial and fundamental, really, to creating  something that we know that young people will use. It’s never easy, though, because the – some of  the challenges that I’m sure the people who try   and use youth participation in their work, timing,  making sure that we’re asking the – for the right   feedback at the right time, sensitivity,  because of the nature of the topics,   it’s not something easy for young people to talk  about and engage with. It’s not something that   is easy for parents to give permission for young  people to engage with. So, we’ve had to approach   it very sensitively. And we really wanted to avoid  tokenism, you know, just ticking a box that we’ve   consulted with young people. We wanted to  make sure that it was meaningful to them,   beneficial to them, and that we could use  what they tell us in a really impactful way. So, the pilot evaluation, we’ve got data from  the period between July and January 24. So,   the next few slides that I run through  are all in relation to that time period.   Just checking the time, we’ve got. Yeah,  about 25 minutes left, haven’t we? So,   we’ve got a mixed method study using this  RE-AIM framework to measure Shore’s Reach,   Effectiveness, Adoption, Implementation and  Maintenance. So, that acronym there to look   at these different research questions. The Reach,  are we reaching the right audience? How are young   people finding Shore, and what concerns are  they bringing to the chat and email service? Effectiveness, that’s all about the impact.  So, what difference is it making? How is it   affecting their life, and what are the  barriers to them accessing it? Adoption,   are young people engaging with the site  as we expect them to and as we intend them   to? Are professionals interacting with the  site? Are they finding it okay to use? Are   they getting – able to find what they need?  Implementation, how is it being implemented?   Are people being able to access the services  and feeling that they’re getting consistent,   quality support? Do people appreciate the support  that they’re receiving? Do they feel listened to?   And finally, Maintenance, what capacity  do we have over the long-term to continue   delivering support? What are the gaps there  and how do we keep these ever-changing issues   up-to-date and make sure that young people  are featured all the way through the journey? So, the evaluation data that we got came from  Google Analytics, looking at the number of   visitors and the length of time that they spent  on the site. Surveys with young with people,   professionals and staff. We’ve got some  quantitative analysis about the number of   chat and email users, and then, we’ve got  some qualitative content analysis of that,   the nature of the issues that young  people were presenting. We’ve got   one-to-one interviews with young people  and we’ve got website that – feedback that   was collected and collated from the  website and chat services directly. So, what we found during this period, I’ve  got data now from July to March. We’ve got   26,427 total users, bearing in mind that a lot  of this was from the soft launch and we didn’t   officially launch it until several months later.  So, we were pleased with the numbers. There was   a 61% engagement rate and over 88,000 views of  the website. We’ve got users from 138 countries,   majority from the UK, but a really broad  spread there, and if you’re dialling in   from another country today, hopefully, you can  recognise callers and users from your country,   too. We’ve got – well, we were contacted 182  times by 105 different individuals across the   chat and email services, 115 chats from 50  chatters and 66 emails from 55 emailers. So,   you can see that the chat service  is used more often than the emails,   but still, a good number of emails, so  important to have that service there. And what they – the presenting issues that  they were contacting us about, you can see   that the majority were from under 18-year-olds  who had committed an internet in – offence and   had got into trouble for that and were looking  for some support. However, sizeable proportions   of the contactors, as well, were just worried  about their own thoughts, or over 18s who were   concerned about their own behaviour, as well. You  can see that, sort of, mint green and the yellow   colours being the largest chunks. I won’t run  through all of those, but you’ll be able to access   them afterwards. But you can see there’s a wide  range there of concerns and presenting issues. Gender breakdown. More than half of the  callers presented and identified as male,   just over a third as female, but then, you know,  quite a proportion there of transgender young   people. And so, we’re glad that the services  are viewed as inclusive and that people from   all genders can use them. Good spread of age  groups there that you can see, with the biggest   age groups being 17 and 18-year-olds. And then,  the awareness of – is their behaviour known? Well, to another adult, you can see, actually,  the majority of people who contact us, 72%,   nearly three quarters, their behaviour  isn’t known to any adult. And we take that   as really strong evidence of the prevention  element of what we’re doing that actually,   these young people haven’t come to  the attention of services yet. So,   we’ve got this incredible opportunity to intervene  and to provide support before a young person’s   caught up in the Criminal Justice System or before  they have caused harm to anyone or themselves. Some feedback from young people here. I won’t  read them all out word-for-word, but hopefully,   you’ll get a chance to get the, kind of, gist  of what young people are saying there. “Thanks   a ton. Don’t usually share my thoughts, but I  feel more relaxed.” “I feel better when I have   suggestions.” “Helpful and supportive chat.”  “Almost like a weight has been lifted.” So,   really positive and meaningful feedback from young  people, which we’re always just delighted to see. The themes and the content analysis,  and, again, I’ll just, sort of,   leave it up so that you can have a look  at it, but really fascinating data,   I think. 227 instances of young people contacting  us about their behaviour. 76 contacts about the   reasons of their own behaviour. 12 contacts  around triggers. 469 contacts about their   feelings about themselves, again, coming back  to shame, and we were able to provide advice   a total of 954 times. And you can see what  kind of professional support was available,   advice or coping mechanisms, and advice to help  people understand their thoughts and behaviour. When we’ve speak – spoken to professionals  in surveys, these are the – this is the,   kind of, feedback we’re getting. 25%  of respondents had recommended the   website more than six times already. Almost a  third have recommended it to a young person,   and some lovely quotes there. “The information’s  extremely relevant.” “I would use it, covers a   range of topics.” So, we’re pleased with the  feedback that we’re getting from professionals,   but we always welcome more. So, if as a result  of looking on the website this afternoon,   you’ve got anything that you’d like to contact  us about, then we would love to hear from you. Animations, so we’ve got some already created and  we’re creating a whole series of new animations,   as well. We’ve got something about “Understanding  the Good Lives Model,” which I’m going to play for   you, “Managing Difficult Emotions,” “What to do  if you’ve got into trouble with the Police,” and   “Understanding Guilt and Shame.” So, I’ll  just play it for you now. It’s very short,   just over a minute, the animation, so you  get a sense of the graphic design and the,   kind of, tone and voice that young people  are hearing, for yourselves. Here we go. [Video [Music] How to build a good life. People  from all over the world tend to want similar   things to feel happy and satisfied. Sometimes,  if we don’t find healthy ways to feel good,   we might use unhelpful or even sexually harmful  behaviours to meet our needs. The Good Lives   Model tells us that everyone has needs in five  key areas. To feel good and lead a happy life,   we have to meet these needs in a positive  way. Being healthy and safe, physically and   emotionally, for example, sleeping well, taking  time to relax and respecting your boundaries,   having fun and achieving by doing things  you enjoy and finding things you’re good   at. Being your own person, through expressing  your opinions and making good choices. Having   a purpose and making a difference means  having hope for your future and doing kind   things for others. And finally, having people  in your life who love, support and help you.] Laura Nott So, I hope that gives you a  flavour of the animations and what the   – the, kind of, messages that young  people are receiving. We’ve had   really lovely feedback about the animations  from young people and professionals alike,   actually, particularly about the Good  Lives Model. Professionals are saying   how difficult it can be to explain and to  put across quickly for young people. So,   we know that this is getting a lot of clicks and a  lot of shares, so we’re really pleased about that. [Video How to build a…] Laura Nott Whoops. Right, so, what’s next  for Shore? Well, we really want to increase   the delivery of the chat service. So, we want  to promote that this chat service is available   for young people to access anonymously and  confidentially, because we find that in that   interactive conversation, a young person is much  more likely to open up and to talk about their   feelings. When it’s just an email, they’ll  obviously talk about the presenting concern,   but then, there can be a delay in between and  it’s much more stilted. Whereas that instant chat,   it’s much more like a face-to-face situation,  really, and young people seem to really like that   method of communicating, because they’ve got that  anonymity, but they’ve also got the responsiveness   of a trained professional at the end of the  chat, giving them support and giving them advice. We want to increase the interactivity of  the site so that there’s a lot more input   from young people and that there’s just  space for people to interact with that   and leave comments and to put their own  stories. We’re going to be responding to   all the learning that we’re gathering through  the evaluation and then, funding dependent,   we’re looking at commissioning a  full external evaluation next year   that will be looking at process, impact,  and the outcomes that have been achieved. So, I’ll pause there to see if there’s  any specific questions about Shore,   before I move on to talk about the schools work. Dr Arnon Bentovim Laura, really fascinating and  I’m sure, like myself and many, have been really   excited to hear how this has gone. Can I just ask  one point myself, which is if a pers – I mean,   and this used to come up in Childline, and I  was involved in the early days of thinking,   about managing that and Stop it Now  and so on, is – what about a facility   if somebody really seems at risk or in  danger, or there is a crisis situation,   how – what’s the way of managing  that that you’ve been thinking about? Laura Nott Yeah, it’s – I mean, it always thread  through all of the thought of the development of   the confidential services, because we know  that confidentiality and anonymity is vital   to young people to encourage them to use the  service. But we also know that if there’s a   safeguarding concern, that anonymity can be very,  very difficult to manage. So, we – if we believe   that a young person is in immediate danger  or is posing a significant risk to others,   we might sometimes ask for identifying  information to be able to support them,   or we might ask them to go and speak to  specific trusted adults in their lives. We don’t break their confidentiality  or their anonymity by using any kind   of tracking services or identifying their – the  internet data that we’ve got. We don’t do that.   It is a confidential and anonymous service.  So, it’s all about building that rapport,   really, with a young person, as we’re chatting or  emailing with them, and encouraging them to seek   the right support or to give us the information  so that we can seek that support on their behalf. Dr Arnon Bentovim Thank you, and  another question from Shanti Inglebright,   “What’s the ethnicity breakdown of the young  people accessing the site?” and whether there   are “some issues in – across cultures that’s  come up?” And perhaps linked to that is whether   there is an idea about translating the material  and making this available in other languages,   because certainly, our own experience is that  a lot of the material translates very well… Laura Nott Hmmm. Dr Arnon Bentovim …as long as one’s sensitive in   managing differences. But that  – and those issues have come up. Laura Nott Well, in regard to the translation  and the accessibility in different languages,   there is built into the site functionality  for – oh, now, I’m sorry if I get this wrong,   because I didn’t design the site, but I  believe that it’s up to about 80 languages   that the site – there’s a button on the site  that enables the content to be translated. I   will check that, and I will come back  to you. I’ll have to check, as well,   the question about the ethnicity breakdown. I’m  not sure, myself, about the answer to that one,   but what I will do to the asker of that question,  is make sure that I pass the information   onto Arnon and Ellie before these slides are  circulated, so that we can address that question. I sense that we will have tried our best  to collate that information because we   have constant conversations about diversity and  inclusion of all of our services and how we can   optimise that and how we can monitor that. So,  I know that something will have gone on behind   the scenes to look at that, but I’m sorry, I  don’t have that data at the minute. But I will   get it to you, Arnon, to answer that question. Dr Arnon Bentovim Yes, and Gemma Byers has said,   “There is a button for languages,”  so further information about that. Laura Nott Excellent. Dr Arnon Bentovim The other question,  which is, “Is” – an interesting question   from Sharon Jackson, who asks whether  you can “work with siblings together   or independently?” And also, the lower  is – the “lower age limit,” and again,   “children and young people with  disability” and how that works out? Laura Nott So, the site is aimed at older  teenagers because of the nature of the   content. But because it is accessible to anybody,  we know that younger people will be accessing it,   as well. The standard of – the level  of literacy needed to access the site,   we’ve tried really hard to make it very,  very clear, plain English and to make   it as accessible as possible for different  literacy levels and for different age groups. What a lot of professionals tend to do,  when – certainly when I signpost to Shore,   say if I’ve got a helpline call from a school and  they’re looking for material that they can use,   I signpost to Shore. So, I’ll send the Teacher  or the Support Worker the links to the pages and   then, they will sit with the young person and go  through it with them. And we know that that’s been   used well for Support Workers or for parents and  carers to go through this with the young person. Obviously, the site’s designed so that young  people can come to the site by themselves,   get the information that they need  privately and anonymously. But also,   we know that it can be used in a  guided way with trusted adults,   as well. So, I guess that is something that  we might be able to recommend if you’ve got   a young person with literacy needs or  any special educational needs, there. There was another… Dr Arnon Bentovim Thank you. Laura Nott …question. Dr Arnon Bentovim And I think that’s really very  helpful, and I think it’s really fascinating that   young people are beginning to link up and to  be link – beginning to connect. Because in… Laura Nott Hmmm hmm. Dr Arnon Bentovim …a sense, as  there’s such a striking increase   in concerns about online behaviour, both  the victim and there’s also, perpetrating,   to be able to have a response  which spans that is so important. Laura Nott Hmmm. Dr Arnon Bentovim The other point that  came up is, “Would individuals,” some of   the individuals who are actually watching  – participating today, would they “be able   to access the range of animations that you’ve  described?” ‘cause they really are excellent. Laura Nott The animations are all – the ones  that are developed are published on the website.   There’ll be more coming out, you know, on a fairly  regular basis, over the coming months, because we   have secured some more funding for animations. So,  anything that’s on the website, obviously, please   feel free to use and just watch that space for  more coming down the pipeline in the near future. Dr Arnon Bentovim So very useful,  indeed. Well, thank you very much.   There were one or two questions from the  earlier – from the Inform, which we’ll… Laura Nott Hmmm. Dr Arnon Bentovim …discuss at the end, but  I think – and the – yeah. “It’s great to   see Irish one of the languages listed,  as this is often forgotten about.” So,   Shanti was saying there were “18  languages, including English.” So,   that’s – the languages issues is  beginning to get clearer. But… Laura Nott Well, thank you for clarifying  that. Sorry, I was a bit ambig – I’ve   obviously misheard ‘18’ as 80, but thank you for  clarifying that. ‘18’, yeah, and that’s great. Dr Arnon Bentovim Thank you. So,  would you like to present the last   section of your presentation? And  thank you very much from – for all   of us for really fascinating and such  important information you’re sharing. Laura Nott Oh, it’s a pleasure, Arnon.  Just checking in on time. Initially,   we were going to finish the presentation at  six to allow – or five past six, to allow the… Dr Arnon Bentovim I think… Laura Nott …following session to be... Dr Arnon Bentovim And my suggestion would be as  we’ve had discussions, I would like to suggest   that you give yourse – you give this part, and  that we have ten/15 minutes at the end. So… Laura Nott Okay, lovely. Dr Arnon Bentovim …I think it’s so important  that you present the work in schools,   because so many people will be interested in  that because it’s such an important development. Laura Nott Great, thank you for  that, and I apologise for any,   sort of, lack of clarity about the  Inform Young People and the Shore… Dr Arnon Bentovim Not at all. Laura Nott …services. I – in – I work very  closely with my colleagues and so – and   they speak about it so eloquently, but  they would’ve been able to have spoken   about it more confidently than I can. But  hopefully, now, I can move onto the work   that I am confident about. If there are any  questions remaining about Shore or Inform,   the final slide, my email address is on  there, please do let me know and I’ll   contact my colleagues, Tracy and Rachel,  and get the proper information for you. So, onto the schools work. Everyone’s  Safer is the name of the project and   it is all about harmful sexual behaviour in  schools. So, harmful sexual behaviour between   young people and with the desire to support  effective leadership responses for school   staff. The need for the research arose when we  saw a real increase in calls to the helpline,   and I think it was a moment in time  where lots of things had come together. Most of you have probably heard of the Everyone’s  Invited website. So, a young woman in 2020,   Soma Sara, posted on Instagram about her  experiences of sexual harassment at school   and college. And a little bit like the #MeToo  movement, this post went viral, and she got   hundreds and thousands of responses from young  people talking about their own experiences of   sexual violence in schools and colleges. So, she  set up the Everyone’s Invited website to record   those testimonials of abuse, recognising that,  you know, these were very significant stories   and that they needed to be housed somewhere  and not just disappear off into the ether. And I think in doing that, it really  shone a spotlight on the issue of   harmful sexual behaviour in schools and  flagged to multi departments across the   government that they needed to act on this  and look at the prevalence and the scale.   So, the Ofsted Rapid Review took place in 2021  and their report was published in June 21,   which concluded, essentially, that acts of  harmful sexual behaviour in schools are sadly,   so commonplace that most young people don’t report  them. And sadly, that young people see this as a   normal part of growing up and something that is  just to be put up with in schools. And of course,   with our mission to prevent child sexual abuse  and harmful sexual behaviour, we wanted to stand   against that and to say, “You don’t have to  put up with this. This isn’t just a part of   growing up that you have to tolerate, and we  want to show you what support is out there.” Coupled with this, we’d also got findings from  our project in Scotland, the ROSA Project, Risk of   Sexual Abuse, who’ve been working for three years  in schools, and they’ve got findings, as well. So,   we’ve brought all of this learning together, from  Everyone’s Invited, from the Ofsted Rapid Review   findings and from our Scottish learning,  and put it together into a project design. We, obviously, have many years of working in  this space, so we’ve got expertise and we’ve   got resources, but we really recognised that  there was a scarcity of research and quite   a sparse evidence base about what really works.  And all of these changes had led to quite a focus   on harmful sexual behaviour in the safeguarding  guidance, “Keeping Children Safe in Education.” There were big changes in September 21  and further changes in September 22,   when the departmental advice around harmful  sexual behaviour was actually brought into the   statutory guidance and became something  that schools must legally do. And so,   we got this really helpful and  appropriate spotlight on the issue,   but not very much evidence or training or  resource or support to enable schools to   meet this – these new responsibilities, or these  highlighted responsibilities, with confidence. So, we put together a project design, a  three-year action research project with   three main aims. To res – help schools to  respond. So, to support everyone involved   when a harmful sexual behaviour incident occurs,  and to do that really well so that a sense of   safety is restored in the school community. To  learn from the schools that we’re working with   in an iterative approach, so that every  school that we learn from, their – those   findings can be shared with other schools, and  we’re building upon the learning consistently,   so that every school benefits from every  other school that we’re working with. And that we gather together all of that  really valuable and precious learning   and we present those findings in order to  influence education and government strategy.   Things like updates to Keeping Children Safe  in Education, Ofsted inspection frameworks,   different legislation and policy. We want the  learning to be shared really, really widely. We’ve got some great stakeholder networks and  I’ll tell you a bit more about those, but that’s   one of our main aims, is to effect change, to use  this learning to make things better in schools,   and ultimately, to prevent harmful sexual  behaviour, so that young people feel safer.   That they feel okay to turn up in school, knowing  that this behaviour is less likely to happen. So, the project design is fascinating, I think.  We work with ten secondary schools each year,   so 30 in total, and they’re the in-depth  research sites. So, these are schools that   we work with for a calendar year, January to  December, and we go in and we use baseline   measures to look at what issues are they  facing? How confident do they feel? What   levels of awareness of HSB have their students  got? And we do that pre and post-intervention,   so that we can look at any differences  that occur before and after our visits. We then conduct some initial assessments with  staff and students to think about the presenting   issues, and there are some similarities  that came out in our year one findings,   but there’s also some really unique things  that are very specific to each setting. And   I’ll give you an example of some of those as  we go along. We use those presenting issues,   then, to develop very tailored  and bespoke engagement plans,   looking at what interventions might address  those issues that have been identified. Basically, it’s a big experiment to test out,  does this approach work? What impact does it   have? What difference does it make? And we’re  partnering with the University of Surrey, who   are conducting an independent evaluation of all  the work. And so, in partnership with the school,   we develop the action plan. Then me and different  partners deliver the interventions and then,   our Evaluator looks at all of the feedback  from that and is able to identify then,   what’s working, what’s not working,  and areas of promising practice. We collaborate with partner organisations. So,  it’s not just me and LFF colleagues delivering   the interventions in schools. As an example,  we’ve worked with the University of Worcester,   who had got a well-established Bystander  Education Programme for campus students,   and we were really fortunate to work with Dr  Gillian Harrop, who developed that programme,   and she adapted it for use in secondary schools.  And we delivered it to sixth form students,   who then cascaded that learning down the  school, to the different younger year groups,   and we’ve got some feedback about  that, which I’ll talk about later. In addition to the ten schools that we work with  in-depth every year, we’ve also, obviously, been   very aware that many more schools than ten each  year could benefit from additional support. So,   we’ve set up some support mechanisms for schools  who aren’t one of those ten research sites,   and we do that primarily through the Stop  it Now helpline. We’ve established some   callback slots for schools. So, an education  professional can call the Stop it Now helpline,   nine ‘til nine Monday to Thursday, nine ‘til five  on a Friday, and they can talk to an Advisor,   and it might well be that that Advisor can  resolve their query there and then. But if not,   they can book a special callback with  myself or a schools practitioner,   and we can spend an hour wi  – up to an hour with them. If we feel like the issues are more complex,  maybe there’s some individual safety planning   work that needs to be done for a student, or  perhaps there’s more of a whole school approach,   we can offer up to three hours’ free consultancy.  And I just love this aspect of the work and I’m   really grateful to our funders, who are the  KPMG Foundation, who support this, because   it means that schools, at the point of need, can  phone up and get pretty much instant support at   no cost. And that’s really so valuable to them  because we know what budgets are like and so,   it’s a real pleasure to be able to provide that  service, but also, the insights that we gain   from that work adds to what we’re learning from  the ten schools. And it means that we’re working   with about 100 schools per year, which gives us a  really good, broad overview of issues from across   the country and from lots of different  types of educational settings, as well. What I haven’t mentioned, actually, is that  the schools that we recruit, the ten per year,   we work really hard to make sure they’re a very  diverse range of schools. So, we look at the type   of educational setting. We work with mainstream  schools, with independent schools, special   schools, PRUs, faith schools, girls’ schools,  boys’ schools. We’re trying to get the whole range   of setting, with the view that any school, then,  can recognise themselves in our findings and that   the learning that we’ve got is as generalisable  and as applicable to as many people as possible. We are in the process, continually, of creating  new resources for staff, parents and students,   and I’ll show you some of those resources later  on. And as we mentioned, we’ve got these great   stakeholder networks and relationships that we’ve  been building throughout the life of the project   to help us find out what they’re – find what  they’re experiencing in their organisations,   but also, to come together to amplify  messages and to share what we’re learning. Everything that we feed back is confidential and  anonymous for the school. So, we report – we give   each school a code and we report back using  those codes, rather than school names or any   individual students or members of staff.  But schools know that in taking part in   this research, what they tell us is being fed back  confidentially to key partners in the Home Office,   to the Department for Education, and that what  they share is going somewhere and is being heard.   And I think that’s a really key element for  schools to want to be involved, because they   feel that not only do they get their chance  to have their say, but also, they’re receiving   information from those key stakeholders,  as well, that we can share in schools. So, what schools started to tell us,  from a staff perspective in year one,   I’ve tried to summarise here. The cross-cutting  themes and issues that we were recognising in   every school that we work with, and we have  in year two and year three, as well, is this,   kind of, toxic trio, that term that you’ll be  familiar with in – used in a different way in   safeguarding. But what we were finding to be the  toxic trio of issues in schools were understanding   consent and teaching it in a meaningful way  that actually makes a difference in the park,   after dark, when alcohol’s been consumed.  Because schools were telling us that they   are delivering consistent messaging through  their RSE curriculums, but the impact is   really inconsistent. And then, you know,  after a party at the weekend, it’ll be the   School Nurse or the DSL or the Mentors who are  picking up the pieces and having conversations   about STIs and unwanted pregnancy and perhaps  non-consensual sexual activity. So, understanding   consent is really key to safeguarding  those young people in and out of school. Image sharing, we’ve touched upon already, but  that just seems to be prevalent in every single   school and causing lots and lots of different  problems and concerns. The way that young people   conceptualise the issue is very different from the  way we, as adults, do. And I think we’ve got this,   kind of, ongoing dialogue, similar to drugs  education, I think, in the, sort of, 80s and 90s,   where there was a “Just Say No” kids approach  to drugs education that changed to more of a   harm minimisation route when we realised that  the Just Say No approach wasn’t really working.   And I think we’re reaching a similar sort of  stage about image sharing for young people. Knowing that it’s illegal isn’t necessarily  a deterrent for a lot of young people,   because they persist in doing it. So, we’re  trying to understand what it means for them,   what it represents in terms of their  relationships, why they’re doing it,   so that we can get messaging that actually  makes a difference. And it isn’t just about   getting caught, but it is about the wider impact  of that kind of behaviour, that that can have   on people’s emotional wellbeing, on their  safety, as well as the legal consequences. And pornography, we’ve already talked  about, you know, it being a poor educator,   but the impact of pornography in schools is huge,  really. From the sexualised language that’s being   used on a daily basis and that, kind of,  very explicit nature of insults and just   conversations that are being overheard,  to, on the very much more extreme end,   needing – schools needing specialist  Continence Nurses to come in because   students have been injured trying to re-enact  things that they’ve seen in pornography. 12-year-old girls going to their Form  Tutor, kind of, excited, but, kind of,   confused that they’ve had their first  kiss, which should be a lovely experience,   but asking them, “Is it normal that he choked  me, Miss?” because of what has been seen in   pornography and the impact that that’s having.  Boys thinking that that’s what girls like.   Girls thinking that that’s what boys expect  and all of the things that come from that. Teachers are also telling us that systems feel  broken at times, that they feel quite isolated   in managing harmful sexual behaviour. They know  that they’re not the only agency dealing with   this. They know that Police, Social Services,  CAMHS services, are all playing their part in it,   but communication can be difficult. Particularly  if there’s an ongoing Police investigation,   that information can’t always be shared, but  the school is left holding those young people,   both those who’ve harmed and those who’ve  been harmed, sometimes in the same classroom,   but often in the same school environment. And  not having all the information that they feel   that they could do, really, to manage  that situation as safely as possible. Thresholds, we know for statutory services, are  very high, more so in some parts of the country   and varying across the country. Voluntary sector  services are patchy across the country. Funding   can be inconsistent. So, schools are often  left feeling like they are the constant in the   young person’s life and therefore, they are the  people picking up the pieces. We’ve talked a bit,   and it’s come through in your questions about  concerns for students with additional needs,   special educational needs and disabilities. We  see a large over-representation in the numbers,   both of students who are harmed – who  are causing harm and students who are   being harmed, of students with additional needs. And there’s a lot of concern from staff about  avoiding criminalising these young people,   but also making sure that their behaviour is  dealt with appropriately and safely. Knowing   that additional needs can’t be used to excuse  behaviour, but they might well contribute to   the context in which harmful sexual behaviour  occurs. We know, as adults, how difficult it is   to negotiate sex and relationships and flirting,  and if you’ve got a communication disorder on   top of that and you find it difficult  to read body language and social cues,   how many more problems could arise, you know? So,  trying to support students with additional needs. And on a more positive note, I think all  the staff that I’ve spoken to in every   school have all identified the power  of relationships and sex education,   seeing it as the key vehicle, not just  for the prevention of sexual harm, but   a lot of society’s issues, as well. But that,  in itself, is problematic in that there is so   much to be crammed into the RSE curriculum, all  of it equally valuable and equally important,   but there are only so many hours in the day and  there is only so much space in the curriculum,   and so, how can schools choose what is really  meaningful and needed by their students? Staff have been really frank in talking about  their levels of confidence and skill in delivering   RSHE. I’ve had numerous Teachers say to me,  “I care about this, I want to be good at this,   but I’m a Maths Teacher. Nobody has taught me or  trained me or provided me with the resources I   need to talk about condoms with children, to talk  about domestic abuse.” And then, you’ve got the   fact that, you know, one in four women experience  domestic abuse, one in six men. So, we’re asking a   wide range of Teachers to teach on topics that  they might, personally, have been affected by   in their own lives, without the support and the  provision of all the resources that they need. And   again, they’re saying, “We’re giving consistent  messages in RSHE, but it’s having a very   inconsistent impact.” So, schools are, basically,  crying out for more help, more support, more   training, more resources, and more supervision  around relationships, sex, and health education. Students, fascinating in what they’re telling us.  So, in the focus groups that we delivered in year   one, they were talking about relationships, sex  and health education, how much they value it,   but very openly and honestly saying,  “The value depends on the Teacher.” So,   there are some lessons that they get lots from and  there are some lessons where they’re shutdown and   they feel judged and they feel like the  Teacher is just downloading information   from the front and they’re expected to  just suck it up like sponges and then,   go and squeeze it out in their real life.  But we know it doesn’t work like that. They’re asking for skills, not rules. So, they’re  asking for much more of a skills-based curriculum,   where they’re able to practice some of these  skills in risk assessment, decision-making,   perspective taking, negotiation, all of these  high-level skills that there isn’t really   much opportunity to practice. And they’re  asking us to talk with them, not at them,   so a conversational approach, a much more  active discussion-based RSHE curriculum.   I’ve been really moved by the passion  of students. You know, when they say,   “We care about this issue,” they really  mean it. They care about this issue. They see the social justice elements of this.  They care about gender equality, and they say,   you know, “Don’t just see us as the problem.  Please help us be part of the solution,”   particularly boys. They’re very aware, in the  violence against women and girls agenda, that   the statistics are depressing. They see how much  violence is perpetrated against women and girls by   boys and men, but they, obviously, know that they  don’t want to be part of that. They’re asking,   “How can we be allies? How can we help?” And so,  they’re, kind of, saying, “How can we get onboard   with this?” And we’ve got a duty, then, to give  tho – them that information and those skills. And students are also telling us that  reporting mechanisms really matter. They   won’t use them if they don’t trust them. So,  it comes back to the Shore website, I guess,   and the anonymity and the confidentiality of  the service. Students won’t report harmful   sexual behaviour if they believe that they, or  other people, are going to get into trouble.   There’s a huge issue in every school that I’ve  been in about snitch/antisnitch culture. So,   this idea about grassing, about telling  on each other, it’s a huge pressure on   students and it’s a massive – I would say  the biggest barrier to students reporting   harmful sexual behaviour. And so, we’ve got to  think about creative ways that we can do that. Obviously, schools are saying, “We can’t  allow this to be reported anonymously,   because how can we help those involved if  we don’t know who they are?” And they’ve   got their safeguarding duties. But we’re thinking  through creative ways where young people can feel   that they can report these things, to a trusted  adult of their choice in a private, anonymous   setting and then, the safeguarding actions  can be taken then, in conversation with them. Some areas of promising practice that we  identified in year one, I’m going to focus   on three. Just checking on the time. I’ll  go a bit quicker. Protective behaviours,   really, really practical approach to personal  safety. If you’ve not come across it before,   if you Google “protective behaviours  terminology,” you’ll see there’s an approach   that was developed in the 70s in America.  It was used for child abuse prevention,   but it can be applied to many, many  different issues. And it’s got two   underlying concepts around the unwritten  rules of society, norms, socialisation,   and the links between feelings, thoughts and  behaviours. So, the, kind of, CBT element. There are two main themes and there are seven  strategies. So, it’s all about helping young   people recognise when they don’t feel safe, tap  into those early warning signs that their body   gives them, and know what to do when they’re  feeling unsafe. And it’s all about personal   support networks. It’s not about expecting young  people to be responsible for preventing their own   abuse, but it is about giving them skills  that their voice matters, that their ‘no’   matters and that they have people around them  who can help them when they’re feeling unsafe. Some feedback there. We’ve worked with schools,  we’ve delivered whole school training to Teachers   on the protective behaviours process, so  that they can apply it in different ways   across the curriculum and across the school  day with their students. Oh, and I really   like this model of training whole schools,  because it gives them a shared language,   a shared approach and you can see the feedback  was overwhelmingly positive. We’ve gone on to   train many more than 77 Teachers, but we’ve  not got all the data back yet from year two.   But 100% of the participants in year one  said that they’d recommend their course   to colleagues and the feedback that was  really positive. Teachers getting actual   practical strategies that are new, that they  can use in their day-to-day lives in school. Second area of promising practice is around  active and participatory RSHE. This resource here,   that I’ve pictured, is written by our research  partner, Dr Emily Setty. She’s published this   guidance for schools that can be found online  and it’s all about transforming school cultures,   preventing harmful sexual behaviour through  relationships and sex education. It’s about   30-odd pages. There’s loads of suggestions for  Teacher training and development, and it’s a   really helpful document that I would recommend  you have a look through if you get a chance. Student focus groups in two different schools  in year one talked about the issue of RSHE and   what students needed, and they were really  clear there. I’ve just picked them out in   that salmon colour. They want to be able  to voice their opinion. They don’t want   to be shutdown. They want to understand what  they can do for themselves. They need more   of a conversation and a chance to reflect on  the issues that they’re being taught about,   so that they can really wrestle with  it and grapple with it. And it sinks   down from their head into, you know, their  personal values and their own motivation. And then finally, promising practice was around  the Bystander Education Programme that I mentioned   through the University of Worcester. We delivered  that in one school to 82 Year 12 students,   eight – nearly 86% of them said that they would be  more likely to spot problematic behaviour around   relationship abuse and sexual harassment after  they’d attended the one-day workshop. And nearly   95% of them thought that they would be no more  likely to take some action if they saw any sexual   harassment or relationship abuse happening.  So, really encouraging statistics there. 27 of them responded to a, kind of, free  text question about what they’ve learned   about being an active bystander,  and you can see that they got it,   they grasped it. They understood it’s about  recognising issues, being aware, intervening,   caring, doing something. So, we were pleased  about the quality of what they’ve learnt there. Some of the outputs of year one were  that we devised this one-stop, we hope,   website for schools, webpage for schools. You get  to it by clicking on that left-hand menu there,   the “Help for Schools” in black. You click on that  and it takes you to our schools webpage. On it,   we’ve got an outline of all the services  that we can provide through LFF. We’ve   got some brand-new safety planning templates  that we’ve devised in partnership with NSPCC   and we’ve got some useful resources, things like  the Keeping Children Safe in Education guidance. This is an example of some of the secondary  prevention methods that we’ve looked at,   the safety planning for when a  young person’s got into trouble,   but steps that we can identify to  keep everyone safer and hopefully,   prevent it from happening again. And on that  tertiary level, we’ve developed some reflective   resources for schools to use with students,  after there’s been an incident of harmful sexual   behaviour, to help them reflect on what’s happened  and crucially, prevent it from happening again. Year two findings, quite different from  year one. This was all about staff,   really. We were looking at the role of the  DSL, in particular, and thinking about how   can we better safeguard the safeguarders? How  can we equip them to do their jobs in the very   best way? Because many of them are holding  what is, essentially, a social work caseload,   without the three-year Social Worker training,  without the supervision and the CPD. And without   the support to manage the very real emotional  impact of safeguarding these incidents. But   what’s also come out in year two is ways to work  more creatively with parents, so that school and   parents are on the same page, and it’s all one  team in addressing these issues with young people. We’ve gathered a lot of learning from the  ad hoc support, through the 70-odd – 70-100   schools we’ve supported in year one and year  two, developing the safety planning tool,   the whole school approach and the multi-agency  working, and we’ve looked at the content of   RSHE. So, I know there was a question earlier  about the correlation between harmful sexual   behaviour and RSHE content. I’m not sure about  what research exists that actually maps that,   but certainly, the evidence that we’re being  presented with in schools is that schools can   see the huge potential for prevention  through the RSHE curriculum. And so,   we really want to work with them to harness  that power to prevent harmful sexual behaviour. So, that’s the end of my presentation. So,  that gives us a few minutes for Arnon to   conclude and any final questions.  Oh, you’re on mute, Arnon. Oh,   Arnon, you’re just on mute. Can you – I  don’t know if you can hear me. Can you…? Dr Arnon Bentovim Oh, thank you. I was  going to say the information you’ve put up,   contacting you, because several people said, “We  have schools we’d love to connect with. So, thank   you very much for giving us this information.” An  important issue which did come up is, do you have,   at the moment, any information about the  work of Inform or the other – or the Shore,   about actually preventing harm? In other words,  do you have some information from the Inform about   reoffending, following that, and perhaps reduction  of reoffending at that level of information? Laura Nott Oh, that’s a really good question  and I’m sorry it’s not one that I can answer   confidently here, but I can certainly ask  Tracy, and along with the ethnicity. I’m   just dotting them down here. So, I’m going  to look for ethnicity breakdown, for Shore,   and I’m going to look for any, sort of, data that  we have about reoffending rates for Inform YP.   It’s an age-old problem, isn’t it, about how  you measure something that hasn’t happened?   It’s really, really difficult and a very difficult  one to prove what we’ve prevented. But certainly,   we do have qualitative data from talking to  young people and the adults around them. So,   I’ll see what I can send onto you, Arnon, to… Dr Arnon Bentovim Okay. Laura Nott …answer that. Dr Arnon Bentovim Thank you, and to share.  And Lauren Eaton asked, “Very interesting and   important issue. Any exploration in the future  about preventing this is in primary schools,   because so often, issues may  well start at a younger age?” Laura Nott Absolutely. I’m sorry, I didn’t  touch on that through the ad hoc support. The   ten research sites that we work with in-depth  each year are secondary schools and that’s to   do with the data that we’ve got around the peak  onset of HSBB in, sort of, 13/14-years-old. But   we are seeing increasing contacts from primary  schools with concerns about younger children. And   I would say, actually, of those 70-100 schools  that we’ve worked with in years one and two,   the majority of them have been with primary  schools, from primary schools, and so,   we are doing work currently in primary schools. We’re looking a lot about transition work in   year five and year six, so, how can we work with  primaries in the move up to secondaries? But also,   we’re just getting calls concerned  about five-year-olds, seven-year-olds,   nine-year-olds, about the harmful sexual  behaviour that they’re displaying. So, we have been doing some individual safety  planning work with primary schools around   specific students, but also, looking more at  that whole school approach, as well, about   what content can be taught in an age-appropriate  way, at what stage, and how schools can look at   that. We’ve done some work with parents of primary  schoolchildren. You’ve got that dilemma, haven’t   you, with primary schoolchildren, that they’re at  different stages of development? And so, you don’t   want to go in with too much information that  some people have never heard of, and, kind of,   open their eyes to things that they weren’t aware  of. So, a alternative angle is working with the   parents of those children to help the parents to  support their children. So, we’ve done a number   of workshops in primary schools. So, absolutely,  although that – the research sites are secondary,   the learning from the overall project will  include insights from primary schools, as well. Dr Arnon Bentovim Thank you very  much, and the – it was interesting,   the text that you’ve produced, is  that readily available? Hmmm hmm, you… Laura Nott What’s that, sorry? Dr Arnon Bentovim …have mentioned – the text,   the book that you’ve produced, or  has been produced, you described… Laura Nott And we’ve got – yes, we’ve got two  reports that are published currently, and they   are both accessible through the schools webpage.  We’ve got our in-depth detailed year one findings,   which is a lengthy report, and then, we’ve got  a shorter report, which is one of our Faithfull   Papers, so a series of research findings that are  presented on different topics. But we published   one last November for schools and it’s – that  is a shorter version of the year one findings.  We’re about to publish our year two findings next  month. So, they’ll be accessible on the website,   and if anybody wants to receive that, you can  just drop me your email and I’ll put you onto   our distribution list for that. And then,  the final report, there’ll be an overall   year three report that gathers together  all of the learning, and we’re looking at   publishing an academic journal article, as well,  to summarise the learning across the project. So,   there should be four or five places to  find the different stages of learning. Dr Arnon Bentovim Thank you very much. That’s  really helpful. So, please look at the – look   at your – on the website, because so much of  the material is on the schools page there. And   colleagues were saying that they’d love to  collaborate with you, that they’re already   working in this field and would like to  share and to be in touch with you. So,   I very much hope that this presentation will  help to create and to increase the network,   because the work that you’re doing, which is  so essential, which is really to try to build   on the notion of compassionate schools, schools  that are really being able to listen and share,   is such an important development for the  whole field and for the whole prevention,   not only of sexually abusive behaviour,  but also of mental health problems. Laura Nott Hmmm. Dr Arnon Bentovim Because as we know, so  many mental health problems in children and   young people stem from the determinants,  such as issues to do with sexual abuse,   sexual learning, experiences. And so, it’s  so important to have a context where schools   can actually begin to work in the, sort  of, dynamic way that you’re describing. So, thank you very much, and I hope  that all participants will have noticed   the request from ACAMH to look at  the evaluation and to let us know,   give us some ideas about your views. And  I suspect the main point that people will   raise is that they’d like to have  much more time with you, Laura,   so that we could really learn more about the very  detailed and important work that’s being done. Laura Nott Hmmm hmm. Dr Arnon Bentovim So,   thank you very much, on everybody’s behalf, Laura. Laura Nott Thank you. Dr Arnon Bentovim And thank you to colleagues  and participants for the questions you’ve asked,   and please make the links and continue to ask.  But we’ll give Laura the list of questions,   so that she may be able to be in touch and let  you know personally and give you a response. So,   thank you very much and please, fill in the  evaluation to follow. Thank you so much. Laura Nott Thank you, Arnon, and genuinely,   welcome contact from anybody with further  questions or just wanting to stay in touch. So,   yeah, put – I’d love to hear from you,  and thank you again, Arnon and team,   for this really great opportunity to share  our work. Really enjoyed it, thank you. Dr Arnon Bentovim And I hope you’ll come back  and give us a follow-up at some point. Thank you. Laura Nott Any time, thank you. Dr Arnon Bentovim Thank you, everyone.