1.3 Session Guidance: Indicators of Abuse, Neglect and Exploitation
Methodology and Learning Process
This session should be delivered as a recognition and linking exercise. The aim is to help participants move from “who is vulnerable” (Session 1.2) to “how do we recognize risk and early identification in real police encounters.”
Step 1: Linking Back to Session 1.2
Trainer Action
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Begin by pointing to the flip charts from Session 1.2 (vulnerable groups and risks).
Ask the group:
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“When police encounter these children, how do we know something is wrong?”
Explain clearly:
“Indicators are warning signs. They tell us a child may be at risk, even if no formal complaint has been made.”
Step 2: Open Brainstorm – Identifying Indicators
Trainer Action
Ask participants: “What signs or behaviours might tell you a child is being abused, neglected or exploited?”
Instructions:
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Ask participants to call out signs freely.
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Write each response on a board or flip chart.
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Do not categorise yet.
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Avoid correcting or rejecting answers.
Trainer Observation
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Some answers may describe behavior, others physical appearance.
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Participants may confuse crime evidence with indicators; this is fine at this stage.
Step 3: Organising Indicators (Trainer-Led)
Once the list is visible, say: “Let’s organise these signs into simple groups police can remember.” Divide indicators into four headings using separate flip charts:
| Category | Guiding Question for Participants |
| a. Physical Indicators | “What physical signs might worry you?” (e.g., injuries, marks, poor health, malnutrition) |
| b. Behavioural / Emotional | “How might a child behave if something is wrong?” (e.g., fear, silence, aggression, running away) |
| c. Sexual Abuse / Exploitation | “What signs might point to serious or hidden harm?” |
| d. Neglect / Economic Exploitation | “What signs suggest neglect or forced work?” (e.g., long hours, no school, no freedom of movement) |
Step 4: Scenario Linking Exercise (Core Activity)
This is the key applied-learning step.
Trainer Action
Choose 2–3 vulnerable groups already discussed in 1.2 (e.g., street-connected children, minority children, or domestic workers). For each group, ask:
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“Which indicators are most likely to appear in this group?”
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Mark these indicators on the flip chart next to each group.
Reflection Questions:
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“Do all children show the same signs?”
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“Can some indicators be hidden?”
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“Can a child appear ‘normal’ but still be at risk?”
Key Takeaway:
Absence of visible injury does not mean absence of harm.
Step 5: Rapid Identification Message
Introduce a simple policing principle:
Police do not need proof to protect. They need reasonable concern.
Explain:
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Indicators are signals, not final evidence.
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They trigger protective action, not punishment.
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Early action can prevent serious, long-term harm.
