. The guide presents itself as an awareness tool that "must be reinforced by training" (p. 3). It offers benchmarks to recognise forms of violence and warning signs, to welcome a spontaneous revelation without influencing the narrative, to transcribe the statements, to transmit concerning information or to make a report depending on the situation, and to identify the competent interlocutors (p. 20-39). It is aimed at professionals in contact with children, particularly in the sectors of health, social work, education, sport, early childhood and youth work (p. 6 and 10). The second part describes, for educational purposes, the specialised gathering and the frameworks that govern it (p. 40-58).
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1️⃣ SUMMARY
The guide starts from a statement recalled in the editorials: 160 000 children victims each year of incest, rape and sexual assaults, one child who dies every five days "under the blows of their parents" (p. 4), and 68% of professionals who report having felt powerless (GOPEV barometer, p. 5). Part 1 describes the physical, psychological, sexual violence and neglect (p. 13-16), the situations between children (p. 17), the fundamental needs (p. 18-19), the warning signs (p. 20-21) and the increased vulnerabilities of children with disabilities (p. 22-25). It details the reception of speech, traceability, the circuits of transmission and the ethical framework (p. 26-40). Part 2, marked "for the professionals of collection", presents the NICHD protocol, the Mélanie rooms, the UAPED, the psychotrauma, innovations and foreign examples (p. 41-58).
2️⃣ WHAT TO REMEMBER
1️⃣ Welcoming is not collecting. When a child confides spontaneously, the adult listens without questioning, keeps their words and transmits (p. 26-27). The collection involves trained professionals, in settings such as UAPED or the Mélanie rooms, with the NICHD protocol (p. 42-47). Observation and reference.
2️⃣ Doubt must not lead to inaction. Detection rarely relies on a single sign (p. 20); the professional "does not have to prove the violence" (p. 30). "Waiting to be certain before acting" is among the 10 common mistakes (p. 36). The guide states: "it is better to report wrongly than not to report" (p. 39).
3️⃣ Children with disabilities: a double risk. The guide describes an overexposure to violence and an under-recognition, the words of these children being more often questioned (p. 22). It calls for adapting communication (pictograms, AAC, BSL…) and cites the resource centres INTIMAGIR, that exist, with their contacts (p. 24-25, 61).
3️⃣ TO ACT
1️⃣ Follow the simplified procedure in 5 steps (identification, a listening framework, welcoming the first disclosures, transmission, assessment of urgency by the authorities) (p. 36). Existing tool cited by the document.
2️⃣ Record and transmit according to the lists in the guide: content of the written record (p. 29) and expected elements in a concerning information (p. 33), relying on the “Framework for collecting concerning information” from the HAS (2021) cited p. 32. Requested action and existing tool cited.
3️⃣ Do not stay alone: the guide recommends that professionals first report the situation to their hierarchical supervisor or the referent of their structure (p. 31); the CRIP is presented as a “resource place in terms of technical advice” (p. 32). Useful numbers p. 59. Action requested by the document.
Suggestion Health Practices: use the list of 10 common mistakes (p. 36) as a support for a team exchange time, and check that everyone knows the internal referent and the CRIP of their department.
4️⃣ 3 PRACTICAL QUESTIONS
1️⃣ A child tells me about violence: should I ask him questions? No. The adult listens without questioning, retains the child's words as much as possible and transmits. Numerous, suggestive or insistent questions can influence the narrative and rekindle the trauma (p. 26-27). One must not promise confidentiality (p. 27).
2️⃣ Is the child's consent required, and should the parents be informed? The consent of the minor is not a prerequisite; their agreement is sought as much as possible. The holders of parental authority are generally informed, unless it is contrary to the child's interest (art. L226-2-1 CASF) (p. 34).
3️⃣ Concerned information or reporting to the prosecutor? Concerned information goes to the CRIP of the department when a child is in danger or at risk of danger (p. 32-33). Reporting to the prosecutor (art. 40 CPP) does not require proof but knowledge of a fact constituting an offence (p. 35). In case of serious and immediate danger: 17 or 112, 15, 18, 114 by SMS (p. 35).
5️⃣ TO GO FURTHER
1️⃣ Health Practices — CHILD PROTECTION: Child protection: an ecosystem in full transformation
2️⃣ Online module "Situations of children in danger: identify, listen, alert" (DGCS, French Society of Medical-Legal Paediatrics, University of Caen Normandy, Make.org Association): free, 6 hours, open since 1 October 2026 to professionals and volunteers (page solidarites.gouv.fr of 30/09/2026). External source: the guide does not mention this module; the press release of 15/10/2026 presents it as a supplement.
6️⃣ #️⃣ HASHTAGS
#healthpractices #ChildProtection #ViolenceAgainstChildren #ChildSpeak #ConcerningInformation #UAPED #Psychotrauma #Prevention
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