The can affect them both mentally and physically,

The
purpose of this essay is to outline vulnerable children with autism and define the
meaning of vulnerability, safeguarding interventions, safeguarding laws and
policies and the role of a nurse working with multiagency alongside children
with autism. When a person is vulnerable this means that they are more likely
to be put at risk to harm which can affect them both mentally and physically,
the person can be vulnerable because of their disability, long term illness,
abuse and many other factors. (Arora SK, Shah D, Chaturvedi S, Gupta P.Indian J
Community Med 2015). Children with autism are vulnerable as they have
difficulties with communicating, engaging with everyday activities and their
repetitive behaviours. Some children may suffer with more severe symptoms and
may need to attend to specialised education courses and extra support with
their learning, these can make the child exposed to harm such as bullying and
other situations. (NHS.uk, 2017). There are multidisciplinary and multiagency
interventions that help safeguard and protect children with autism, such as ‘working
together to safeguard children’ and ‘National Society for the Prevention of
Cruelty to Children (NSPCC)’. In the department of health ‘Nursing Midwifery
Council’ website there are practice procedures and guidelines for safeguarding
children. (Gov.uk, 2017).

 

All children are vulnerable as they depend on adults to protect
and safeguard them, some children need extra safeguarding and protection. According
to (Autism.org.uk, 2017) in the UK 1 in 100 people are on the autism spectrum. Children
with autism is one of the groups that need extra support and interventions to
safeguard them. (McDougall, 2008). They are more likely to be
abused and uncared for as well as being bullied as they find it harder to understand
and respond, this causes difficulties when communicating. Prior to this it
makes it harder for them to become friends with other children and socialise;
children with autism will prefer to be alone and play alone due to these difficulties.

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(Councilfordisabledchildren.org.uk, 2017). 17% of children with ASD are
suspended from school and 4% have been expelled due to health and behavioural
difficulties. (Reid, B. Ayris, L. ed. 2011). A child with ASD need early
intervention to support with their development and wellbeing, The National
Autistic Society (2012) have guidelines supporting the child’s well-being and
making sure the interventions are using the right approach keeping the children
safe.

 

 

 A child with autism can have
many other problems that affect their mental health and development which makes
them more vulnerable than a child without ASD, they have difficulties when it
comes to understanding problems and understanding other people’s emotions. There
are levels of support that are given to people with ASD and the local authority
decides on the level after they have carried out a care assessment. (NHS.uk,
2017) 1 in 10 children suffer with mental health problem and this has an impact
on their future opportunities, exam results and school attendance. There are
early intervention services to help take action to increase the number or
people requiring assistance into their future adulthood. (Projects, 2017).

 

A child
with ASD has a higher chance of being abused, harmed and neglected; abuse causes
harm to the child both sexually, physically and emotionally.(NSPCC, 2018).

Identifying a vulnerable child in the health service is extremely important to
protect and safeguard them, every professional should provide early help and
understand clearly of the needs of that vulnerable child. There are many signs
of child abuse that health care professionals can spot; physical abuse signs
can be bruising in unusual areas, also poor hygiene seen on the child can
indicate neglect. Bruising is one way of spotting abuse however a child’s behaviour
can also be another sign; the child’s attendance to school is also another
indication. (RCN, 2014)

 

Children with ASD do not know how to show
emotions and deal with problems, if they are feeling down they will usually
express negative behaviours such as running away, shouting, closing doors
behind them and hitting things or people; this can cause physical harm to child
itself or the people around that child. To help control these children’s
emotional states there are programmes such as Promoting Alternative Thinking
Strategies (Kam et al, 2004), and
Positive Parenting Program; these programmes
help improve many things in the child such how to behaviour in the classroom,
emotional intelligence, self-esteem, academic engagement and reduces aggressive
behaviour and emotional distress. (Pathseducation.co.uk, 2017) ASD will
continue into their adulthood, therefore programmes such as social learning,
leisure and skills for daily lifetime are given; these programmes will help the
person be able to handle social states, exercising and support them with their
everyday happenings. From young children with autism attend to psychological and
response therapy programmes, these help them to understanding situations and
how to act according to the situation they might come across throughout their
lifetime. (Dr Caroline, S. 2015).