Safeguarding Adolescents in London (SAIL) Table of Contents
Welcome to the SAIL Table of Contents – providing a full, easily accessible, list of all the topics included within the guidance.
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SAIL Table of Contents
Below is the full table of content included in SAIL, defined by section. You can access each topic and sub-topic included within SAIL directly from here using the links provided.
FOUNDATIONS – Safeguarding Adolescents in London
| Topic | Sub-Topic |
| Foreword and Introduction by Florence Kroll CBE | |
| Purpose of SAIL | |
| Principles Underpinning SAIL | |
| Tackling Child Exploitation Principles | |
| The Child First Principles | |
| Structural Harm (Extract) by Luke Billingham | |
| Racial equity | |
| Adolescent safeguarding systems and an ecological approach | |
| What do we mean by ‘adolescence’? | |
| The London context | The demographics of safeguarding adolescents in London |
| Adolescent safeguarding data and intelligence | |
| The London safeguarding children landscape | |
| Child safeguarding practice reviews and rapid review assessments | |
| Terminology and Usage | |
| Thanks and acknowledgments |
PRACTICE – Working with adolescents and different forms of harm
Working with adolescents
| Topic | Sub-Topic |
| What is adolescence – the stage not the age | |
| What changes happen during adolescence? | Biological changes |
| Cognitive development | |
| Social development | |
| Peer Influence | Social belonging |
| Sexuality and romantic relationships | |
| Sexually appropriate behaviour | |
| Identity | Sense of self |
| SOCIAL GRACES | |
| Gender identity | |
| Sexually identity | |
| Cultural sensitivity and humility – by Power the Fight | |
| Adolescent brain development | Maturation |
| Structural and functional changes | |
| Reward system sensitivity | |
| Individual difference | |
| Cultural influences in brain development | |
| Appreciating neurodiversity, and considering children with Autism, ADHD and other additional needs or disabilities in your work | Experiencing the world differently |
| Specific Neurodivergence | |
| Neurodiversity, Safeguarding and Exploitation | |
| Other Additional needs and Special Educational Needs & Disability (SEND) | |
| Speech, Language and Communication Needs and Criminal Justice – hidden difficulties and opportunities to support | |
| Transitions into adulthood for children with Neurodivergence, Additional Needs and Disabilities and potential cliff edges of support | |
| Working with emotions | Emotions experienced by young people |
| What do we mean by emotions | |
| What good are our emotions? | |
| The importance of individual difference | |
| Emotions in ourselves | |
| Understanding and regulating emotions | |
| Understanding Young People and their Mental health – in development | |
| Working creatively with young people | Maximising your own creative skills to engage safely |
| Building on the existing therapeutic resources in multi-disciplinary adolescent services | |
| Relational practice and mattering | Creating conducive conditions by Luke Billingham, Youth worker, Hackney Quest & Researcher, Open University and Colin Michel, Founder and Director at Resonant Collaboration |
| Mattering by Luke Billingham | |
| Working with trauma – in development | |
| Working with parents, carers, family and wider networks | Safeguarding adolescents and working alongside parents |
| Parent voice | |
| Multi-agency guidance: engaging parents in adolescent safeguarding | |
| Parental engagement | |
| Parenting through adversity (11-18) practice guide | |
| Innovative practice examples in London | |
| Reflective practice and supervision – in development |
Working with different forms of harm
| Topic | Sub-Topic |
| Working with risk, vulnerability and meeting needs in context | Age of opportunity |
| Structural harm by Luke Billingham, Youth worker, Hackney Quest & Researcher, Open University | |
| How to work with risk, vulnerability and meet needs | Child First |
| Understanding risk | |
| Assessing risk | |
| Making sense of risk, need and vulnerability through formulation | |
| Talking about risk, vulnerability and need | |
| Balancing a young person’s wishes with their best interests | |
| Supporting the workforce | |
| Adolescent harm – inside and outside of the home | |
| Adolescent neglect by Nigel Chapman, Director of Children’s Services in Brent and Safeguarding Policy Lead for the Association of London Directors of Children’s Service | |
| Working with domestic abuse | Domestic abuse and young people |
| Young people experiencing domestic abuse within the family home | |
| Young victims of domestic abuse in intimate partner relationships | |
| Child and adolescent to parent violence and abuse (CAPVA) | |
| Working with grief – in development | |
| Harmful sexual behaviour – in development | |
| Online harms | |
| Working with young people at risk of or experiencing exploitation | Practice with children and young people you believe are being exploited |
| County lines | |
| Radicalisation, by Detective Superintendent Jane Corrigan from Counter Terrorism Policing in London | Prevent |
| Signs of radicalisation | |
| Serious violence | Introduction to serious violence |
| Responding to young people affected by violence | |
| Local governance and partnerships | |
| Safeguarding and multi-agency response | |
| Serious violence duty | |
| Pre-occupation with violence – in development | |
| Missing | Children who go missing |
| Working together when a child is missing | |
| Working together when a child returns | |
| Safety planning | |
| Signs and indicators | |
| Missing children are telling us something |
PATHWAYS: Safeguarding adolescents in the London context
| Topic | Sub-Topic |
| Designing services to keep young people safe | |
| London continuum of need | |
| ROTH (Risk Outside the Home) pathways | |
| Contextual Safeguarding – co-produced with Professor Carlene Firmin, Professor of Social Work at Durham University | |
| Transitional safeguarding – co-produced with Dez Holmes, Director of Research in Practice | |
| Developing Racial Equity in Adolescent Safeguarding | Introduction to disproportionality adolescent safeguarding |
| Some data snapshots | |
| Why achieving racial equity feels hard and what we can do | |
| Resources and existing practice | |
| Adultification – in development with Jahnine Davis, National Kinship Care Ambassador and Child Safeguarding Practice Review Panel member | |
| Children in care and care leavers | |
| Reducing the criminalisation of children looked after and care leavers | |
| Girls and young women | Practice with girls and young women by Abi Billinghurst, Founder and CEO of Abianda |
| Young women and neurodiversity | |
| Practice with boys and young men – in development | |
| What to do when working with exploitation and harm through violence | County lines |
| Modern slavery and human trafficking | |
| Violence Reduction Unit (VRU) commissioned services | |
| Other services supporting young people affected by exploitation | |
| Resources that might be helpful when you are worried that a child is being exploited | |
| Youth justice and adolescent safeguarding | Introduction to the role of youth justice in adolescent safeguarding |
| Youth justice as adolescent safeguarding | |
| Supporting a child in contact with the youth justice system | |
| How to do participation well | Young peoples voices in safeguarding |
| Examples of practice in participation | |
| Workforce development for adolescent safeguarding | Workforce development and keeping adolescents safe |
| Training and Continuous Professional Development (CPD) | |
| Professional curiosity | |
| Reflective practice and supervision | |
| Trauma – informed, relational and restorative practice | |
| Racial equity, leadership and psychological safety | |
| The workforce ‘Working Together to Safeguard Children’ | |
| Safer recruitment practices |
SYSTEMS: Protocols, policies, processes and statutory guidance
| Topic | Sub-Topic |
| Balancing practice and process | |
| Working together to safeguard children | |
| Effective information sharing | |
| Convening and conducting effective strategy discussions | |
| Helping young people to feel safer | |
| Multi Agency Child Exploitation (MACE) arrangements in London | Introduction to London arrangements |
| Strategic Risk Outside the Home (STROTH) meetings | |
| Operational MACE panel | |
| Peer assessments | |
| Safeguarding children who more across local authority boundaries | |
| London continuum of need |
SAIL will continue evolve in content and therefore this table of contents will be updated regularly to reflect these changes and updates. The SAIL Notice Board also includes a ‘new content log’ section, which will specifically highlight new content to support your use of the guidance.
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Get in touch with the SAIL team
SAIL guidance aims to bring together the principles and practice that, as statutory safeguarding partners, we believe should underpin the work of agencies in London. Anything that helps multi-agency practitioners work better with and for adolescents will be included in this digital resource. It will continue to move with the times as new research and evidence of what works continues to emerge.
If you’d like to directly contribute to SAIL then we’d love to hear from you – whether it be providing written content, sharing links to other resources and websites or being part of the ‘Talking Head Series’ – you can read more about the ‘SAIL talking head’ series here!
