The wellbeing agenda for Children and young people:

Embracing Sexual health

Dr Ann HoskinsDeputy Regional Director of Public Health /

Acting Director of Children and Young PeopleNHS North West

Helping children and young people to lead healthy lives

• Tackling inequalities in childhood is the most cost effective intervention for reducing health inequalities in childhood and later life

• Poverty, deprivation or poor parenting can reduce life expectancy, lead to poor mental health and increase demands on key services

• People’s lifestyle patterns are often set in early life – e.g. smoking, obesity, physical activity

• Children from the poorest families are more likely to be killed as a result of unintentional injuries

Promoting wellbeing

‘while there are more opportunities

for families and children now than

ever before, parents say they sometimes find it difficult to cope with the rapidly

changing world.’

Promoting wellbeing

• Parents and families need support and backing to fulfil their role

• All children have the potential to succeed and should go as far as their talents will take them

• Children and young people need to enjoy their childhood as well as being prepared for adult life

• Services need to be shaped and responsive to need not designed around boundaries

• It is always better to prevent failure rather than tackle crisis

* Adapted from DFCSF Children’s Plan – Building a

brighter Future 2007

A duty of wellbeing

• Schools in England and Wales will be required to promote children’s well-being under an amendment to the Education and Inspections Bill.

• The change will place a statutory obligation on school governing bodies to help improve pupils’ physical, mental, emotional and social well-being, as well as their educational attainment. Schools will also be required to play their part in protecting children from harm and neglect, and steering them towards positive activities and away from antisocial behaviour.

Sexual health – risk taking?• There is growing concern regarding the youth of

today, particularly with regard to their behaviour and health risks (Sharland 2006).

• Reports regarding antisocial behaviour and engagement in illegal risky activities appear to be reported by the media and seized upon up by the public with alarming regularity (Sharland 2006).

• Aside to the legality of risk taking behaviours, the potential health impacts for our future citizens are constantly highlighted in terms of engaging in unprotected sexual activity, smoking and binge drinking.

• Parents would seem to be absolving their responsibilities in terms of control and providing clear boundaries (Guardian 2006).

• Wellings et al (2001) suggests, the most vulnerable young people would seem more likely to engage in risky lifestyles, are then we failing as a society?

Sexual health

• Unicef report records that out of 21 countries, the United Kingdom is at the bottom of the league table for child well-being.

• Specifically, children in the UK had the highest incidence of risk-taking behaviour: more have had sexual intercourse by the age of 15 than in any other country, more have been drunk two or more times aged between 11,13 and 15 than in any other country, and they are the third highest users of cannabis

Child Poverty in Perspective: An Overview of Child

Well-Being in Rich Countries, Innocenti Report Card 7, Unicef

Embracing positive sexual healththrough youth participation

• Young people do not take risks, they ‘experiment and explore’.• The risks to young people's health can never be reduced to zero,

we can provide advice, guidance and support to help lower risks and promote positive sexual health

• Joint action is needed from governments, civil society, international agencies, parents and young people, in order to protect young people and help them protect themselves.

Health and risk behaviours are influenced at three inter-

dependent levels

Levers;

Children & Young PeopleChildren & Young PeopleChildren & Young People

NATIONAL PERFORMANCE

Be Healthy Enjoy & AchieveMake a Positive

Contribution

Physicallyhealthy

Mentally &emotionally

healthy

Sexuallyhealthy

Healthylifestyles

Choose notto take illegal

drugs

Ready forschool

Attend &enjoy school

Achieveeducationalstandards at

primaryschool

Achievepersonal &

socialdevelopment

& enjoyrecreation

Achieveeducationalstandards atsecondary

school

Engage indecision

making andsupport the

community &environment

Engage inlaw-abiding &

positivebehaviour inand out of

school

Developpositive

relationshipsand choose

not to bully &discriminate

Develop self-confidence &successfully

deal withsignificant life

changes &challenges

Developenterprisingbehaviour

ECM:CfC OUTCOMES FRAMEWORK

Infantmortality rate

(DH PSA)

% obese U11(DfES/DH/

DCMS PSA)

Death ratefrom suicide

andundetermined

injury (DH)

Improvementin access to

CAMHS (DH)

U18conceptionrate (DfES/DH PSA)

Diagnosticrate of newepisodes ofSTIs amongU16 & 16-19yo (DH)

Averagealcohol

consumption(DH)

% childrenwho areregular

smokers (DH)

% childrenconsuming 5portions of

fruit & veg aday (DH)

NATIONAL INSPECTION & ASSESSMENT FRAMEWORK

Harm causedby illegal

drugs (HOPSA)

Average leveldevelopmentreached at

the end of thefoundation

stage (DfESPSA)

Half daysmissedthroughabsence

(DfES PSA)

% 7yoachieving

L2+ at KS1(DfES)

% 11yoachieving

L4+ in Eng &Maths (DfES

PSA)

Educationalachievementof 11yo LACcomparedwith peers

(DfES)

% children insecondary

schoolsparticipating

in(a) election of

school /collegecouncil

members(b) mock

generalelections(DfES)

Voluntary andcommunity

engagement(HO)

Reduce crime(HO/CJS)

Crimesbrought to

justice (CJS)

Permanent &fixed periodexclusions

(DfES)

% 10-19yoadmitting to

(a) bullyinganother pupilin last 12months(b) attacking,threatening orbeing rudedue to skincolour, raceor religion

(HO)

Measure tobe identified

fromChildren’sPerception

Survey(Inspectorates)

Take-up ofsporting

opportunitiesby 5-16yo

(DfES/DCMSPSA)

Take-up ofcultural &sporting

opportunitiesamong >16yo(DCMS PSA)

% 14yoachieving

L5+ in Eng,Maths, Sci &ICT (DfES

PSA)

% 16yoachieving theequivalent of5 A*-C GCSE(DfES PSA)

Educationalachievementof 16yo LACcomparedwith peers

(DfES)

% 18-24yowho are self-

employed,manage ownbusiness or

have thoughtseriously

about startingtheir ownbusiness

(DTI)

Schools andother providershelp children/young peopleunderstand

rights/responsibility.

Children/youngpeople are

supported inmaking theirvoices heardon decisionswhich affect

them

Services helpchildren and

young peopleto join in, try

hard and fulfiltheir potential

Children/young people

haveopportunitiesto contribute,

take decisionsand to run

activities forthemselves

TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD

Parents have access to advice and support to help them keep their children healthyThe health of children and young people is assessed and specific needs are identified

at an early stage.Appropriate services are available to meet the health needs of children and young

people.Healthcare services are child-friendly and access is timely and easy.

Schools and other settings enable children and young people to learn about healthyliving and build their self-esteem.

Parents/carers are helped to be productively involved in their children'seducation

Schools enable all learners to make good progress in their learning andpersonal development.

Children and young people who are out of school have access to alternativeprovision which helps them meet their potential and return to school.

TBD TBD TBD

TBD

For copies please contact Kevin Yong, PPD, DfES (0207 925 6492)

Schools andother settings

help toensure thatchildren andyoung people

are wellnourishedand active

A range ofadditionalactivities

(including play,informalleisure

opportunities,the arts, sports

and outdooractivities) is

available, andparticipation is

high andbrings benefits

Serviceswork together

to promoteresponsiblebehaviour in

neighbourhoods andreduce

offending

Parents, carers & families promote positive behaviourParents, carers & families support learningParents, carers & families promote healthy choices

Children and young people know how to find information and help when theyneed to.

Support helps children and young people to deal with significant changes intheir lives

TBD

Children andyoung peopleat risk of poor

schoolattendance orexclusion aresupported to

stay ineducation or

training

The provisionof day-care,

education andtraining meets

needs

Early yearsprovision helpschildren meetearly learning

goals andprepares them

well to startschool

Every Child Matters

Children & Young People

Stay Safe

Safe fromaccidental

injury & death

Safe frommaltreatment,

neglect,violence &

sexualexploitation

Safe frombullying &

discrimination

Safe fromcrime & anti-

socialbehaviour inand out of

school

Havesecurity,

stability andare cared for

Number of 0-15yo injuredor killed inroad trafficaccidents(DfT PSA)

Re-registrations

on ChildProtectionRegister(DfES)

% 11-15yowho statethey have

been bulliedin last 12months

(DWP / DfES)

Fear of crimeand anti-

socialbehaviour(HO/CJS/CPS PSA)

% U16looked afterfor >2½ yrs

living in sameplacement for

>2 yrs orplaced foradoption

(DfES PSA)

% care casescompleted in

the courtswithin 40 wks(DCA PSA)

Schools andother settingstake steps tosafeguard the

welfare ofchildren,includingprotectingthem from

bullying andharassment

Action onyouth

offendingprotects thepublic andrestorespositive

attitudes andbehaviour

TBD TBD TBD TBD

TBD

TBD

Preventative action helps families protect children from neglect and harmNeighbourhoods are kept safe for children and young people.

People who work with children and young people are vetted and have relevantexperience, skills and training.

Appropriate information is held and shared about children so that their needs areidentified and services are provided so that they do not fall through the net.

Agencieswork togetherto secure theprotection ofchildren from

abuse orneglect

Parents, carers & families provide safe homes & stability

Children & Young People

Achieve EconomicWell-being

Engage infurther

education,employmentor training on

leavingschool

Ready foremployment

Live in decenthomes &

communities

Access totransport &

materialgoods

Live inhouseholds

free from lowincome

% 16-18yonot in

education,employmentand training(DfES PSA)

% 19yoachieving

L2+ in NVQ 2or equivalent(DfES PSA)

% 18-30yoparticipating

in highereducation

(DfES PSA)

% socialhousing &vulnerable

households inthe privatesector in a

decentcondition

(ODPM PSA)

Cleaner, safer& greener

public spaces,and quality of

the builtenvironment indeprived areas(ODPM PSA)

Level ofmaterial

deprivation &low income

(DWP / HMT)

% childrenliving in

relative low-income

households(DWP/HMT

PSA)

Stock andtake-up ofchildcare

(DfES/DWPPSA)

Support forfamilies and

young peoplewho need itgives themaccess to

decenthomes

TBD TBD TBD TBD

High-quality day-care is available to meet the needs of parents in work orseeking work

Effective action enables disadvantaged neighbourhoods to define and meettheir needs

TBD

TBD

Local actionhelps tosecure

opportunitiesfor

employmentfor young

people

Young peopleare

encouragedand supported

to remain ineducation ortraining after16 and theyachieve well

Parents, carers & families are supported to be economically active

Services helpyoung people

gain theknowledge,skills andattitudes

needed forenterprise

andemployment

OUTCOMES

AIMS

DATA

OUTCOMES

STANDARDS

&

CRITERIA

TARGETS

&

INDICATORS

SUPPORT

There are 26 PSA targets in total, with the PSAfor Looked After Children split into its 3component parts, and 13 other key indicators

Version 0.412 October 2004

This replaces all other previous versions

Author: Leigh Sandals, PPD, DfES

APA

Children’s Plans

Priority meetings

Local Area agreements

Inspection Frameworks

Commissioning Frameworks

National and regional tiers

Operating Framework

Joint Needs Assessment

You’re Welcome

Realising potential;

• A focus on improvement rather than performance management

• Service improvement should be nurtured if it is to be sustained!

• Effective, transparent communication, with aligned goals.

• Investment in leaders to release potential and aim higher!

Key Organisational qualities;

Effective management

Embracing learning

opportunities

Sharedbeliefs

and values

Drive for improvement

Integrity

Adapted from – NHS Leadership Qualities Framework 2002

The challenges:• Tackling teen conceptions• Termination rates• Repeat conceptions• Access to contraception • Health inequalities • Workforce development

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Embracing Sexual health• Determining identity within an adult world may prove to be troublesome for

young people, particularly given the contrasting and conflicting expectations and media images of young people.

• Images of children and young people can sway from being portrayed victims to villains, on one hand drug taking, drinking, violence, yet on the other hand neglected, abused and let down by society (Franklin 2002).

• During these challenging times young people would undoubtedly benefit from stability, security and consistency, unfortunately some young people may grow up families or in the care system with no clear guidelines as to what is appropriate behaviour.

• It could argued that young people are not taking risks but experimenting in preparation for adulthood, whilst acknowledging for other vulnerable groups risk taking not so much a choice but an escape from their insecurities

• Perhaps there needs to be a more balanced focus on the pleasures as well as the dangers of risk-taking and links to alternative ways of enhancing self-identity such as sport, volunteering and work experiences.. ……………