Annexure C. Dealing with disclosures
A member of staff who is approached by a child should listen attentively, positively and try to reassure them. They cannot promise complete confidentiality and should explain, in an age-appropriate way, that they may need to pass information on to other professionals, to help keep the child or other children safe. The degree of confidentiality should always be governed by the need to protect the child.
Additional consideration needs to be given to children with communication difficulties and for those whose preferred language is not English. It is important to communicate with them in a way that is appropriate to their age, understanding and preference.
All staff should know who the DSL is and who to approach if the DSL is unavailable. Ultimately, all staff have the right to make a referral to the police or Local Authority Children’s social care directly via MASH and should do this if, for whatever reason, there are difficulties following the agreed protocol.
Guiding principles to dealing with disclosures - the seven R’s
- Receive
Listen to what is said, without displaying shock or disbelief. Accept what is said and take it seriously. Make a note of what has been said as soon as practicable.
- Reassure
Reassure the child, but only so far as is honest and reliable.
Don’t make promises you may not be able to keep eg. ‘I’ll stay with you’ or ‘everything will be alright now’ or ‘I’ll keep this confidential/not tell anyone’.
Do reassure e.g. you could say: ‘I believe you’, ‘I am glad you came to me’, ‘I am sorry this has happened’, ‘We are going to do something together to get help’.
- Respond
Respond to the child only as far as is necessary for you to establish whether you need to refer this matter, but do not interrogate for full details.
Do not ask ‘leading’ questions i.e. ‘did he touch your private parts?’ or ‘did she hurt you?’. Such questions may invalidate your evidence (and the child’s) in any later prosecution in court.
Do not ask the child why something has happened.
Do not criticise the alleged perpetrator; the child may care about him/her, and reconciliation may be possible.
Do not ask the child to repeat it all for another member of staff.
Explain what you have to do next and whom you have to talk to.
Reassure the child that it will be a senior member of staff.
- Report
Share concerns with the DSL as soon as possible. If you are not able to contact your DSL or the DDSL, and the child is at risk of immediate harm, contact MASH directly.
- Record
If possible, make some very brief notes at the time, and record them as soon as possible (amend to reflect your recording process, electronic, paper etc).
Keep your original notes on file. Record the date, time, place, persons present and noticeable nonverbal behaviour, and the words used by the child. If the child uses sexual ‘pet’ words, record the actual words used, rather than translating them into ‘proper’ words.
Complete a body map to indicate the position of any noticeable bruising.
Record facts and observable things, rather than your ‘interpretations’ or ‘assumptions’.
- Remember
Support the child: listen, reassure, and be available. Share your knowledge only with appropriate professional colleagues. Try to get some support for yourself if you need it.
- Review
Review processes (led by DSL)
Has the action taken provided good outcomes for the child?
Did the procedure work?
Were any deficiencies or weaknesses identified in the procedure? Have these been remedied?
Is further training required?