Post on 14-Feb-2016
description
1 Creating Safer Space – Leadership Module
The Methodist Church
Creating Safer Space
Leadership ModuleSafeguarding Children,
Young People & Vulnerable Adults
Leadership Training
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The Methodist Church
SECTION 1INTRODUCTION
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TrainersName
Role
NameRole
ChaplainName
Role
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The faith-based underpinning of safeguarding
Devotions
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Creating Safer Space• The focus of the Foundation Module is
to promote awareness of possible safeguarding concerns and to equip people in relevant roles to feel confident to share with the appropriate person.
• The focus of the Leadership Module is to develop the knowledge, skills, understanding of those in the church with whom concerns may be shared.
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The Creating Safer Space Leadership Module aims to:Enable Safeguarding Officers, Ministers and other leaders in churches to develop a deeper understanding of their role and responsibilities in relation to safeguarding and to develop confidence in carrying out this role.
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By the end of the day participants will:• understand their role
and responsibilities• appreciate the Church’s commitment to safeguarding children, young people and adults; survivors of abuse and people who may be a risk to others
• have sharpened their awareness of the Methodist Church policies and procedures
on safeguarding• know about routes for referrals
• have reflected on the challenges of the leadership role for the Church
• know where to find resources, further help and guidance within and beyond the Church.
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HousekeepingMobile Phones – silent or offToiletsFire ExitsRefreshment BreaksTimekeepingQuestion ParkAttendance Sheet H&S + Certificates
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Looking after ourselves:• This training can be difficult for any of
us, at any time.• If you need a break, feel free to move
about or leave the room.• There is more than one trainer here, so
we can be free to spend time with you outside the main room if necessary.
• If this raises painful issues for you, share this with somebody you trust. Look after yourself!
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We aim to:• listen without interrupting•respect the diversity, feelings, experiences and perspectives of others
• listen to differences in views and question in a constructive way that enables the group to learn
•respect confidentiality unless it puts others at risk
•take responsibility for our own learning and share as well as receive
•be aware of the potential impact of the subject on ourselves and others.
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Children andyoung people
Adults who maybe vulnerable
Survivorsof abuse
The church’s unique focus: welcoming in safety
People who may be a risk to others but have expressed a
commitment to change
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The Church’s unique focus in safeguarding A leadership role: • ensuring all are welcome in safety• keeping a balance• being aware of those who may be a risk• ensuring those who are a known risk
are monitored and supportedand…
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Prevent
ProtectPromote
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SECTION 2PROMOTE SAFEGUARDING
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Promote: Where do I fit in?
Think of an example of when you have promoted a culture of safeguarding.
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Promote: a leadership role • working towards a culture where
safeguarding is routine• developing a culture of informed
vigilance• valuing safeguarding work • creating safer spacesand ...
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Promote Roles a leader might need to take on
• decision maker• enforcer• listener• mediator• negotiator• pastor
and…
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Promote Resources to support the leadership role in safeguarding• Church
• national
• local
Promote Resources to support the leadership role in safeguarding
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SECTION 3PREVENT ABUSE AND HARM
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Premises People
Practice Policies
Prevent harm
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Prevent: peopleA leadership role (1)
• knowing who to go to with concerns
• knowing people who may be a risk to others; passing on concerns to District Safeguarding
• awareness of diversity issues
• implementing safer recruitment.
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Prevent: peopleA leadership role (2)• ensuring clear job/role descriptions
• avoiding boundary drift
• setting up and monitoring Covenants of Care
and ...
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In an emergency worker may contact relevant authorities
directly and inform coordinator later
Someone else tells worker/volunteer who
tells coordinator
Worker /volunteertells coordinator of their
observationChild or vulnerable adult tells worker
/volunteer who tells coordinator
Coordinator may tell the relevant authority
People: Sharing concerns
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Prevent: PeopleSafer Recruitment: employees and volunteers• job or role description/person
specification• references• panel interview• confirm identity• explore discrepancies • completion of appropriate vetting
procedures before beginning job or role.
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• clear (minor ‘spent’ issues)• more information so any risk can be assessed:
the individual may need to stand downclear (after receiving more information) clear with conditions decision by SAP
• appeal
and...
Blemished disclosures: possible outcomes
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Recognise Record
Refer Respond
Protect from harm
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SECTION 4 PROTECT FROM HARM
Recognising abuse
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Protect: recognisingTypes of abuse
• Physical• Emotional• Neglect• Sexual• Spiritual or
ritual
• Financial/ material
• Discriminatory• Institutional • Domestic
abuse
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Protect: recognising A leadership role • knowing what to be concerned about• being observant• listening well• recognising patterns of behaviour• joining up different pieces of
information and...
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ACTIVITY
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Finkelhor’s stages in offending
Motivation
‘wanting to’
Internal Inhibitors
‘conscience’
External
Inhibitors
‘others creating opportunity’
VictimResistanc
e
‘doing it and getting away with
it’
Groomi
ng
Protect: four pre-conditions to abuse
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Grooming: a definition
Grooming is a word used to describe how people who want to sexually harm children and young people get close to them, and often their families, and gain their trust.
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Protect: recognisingGrooming in the church context: lessons learnt It happens at different levels
• individual• family• the Church community• those in influential positions
in the Church.It can happen over long periods of time.
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SECTION 5PROTECT FROM HARM
Responding well
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Protect: respondingA leadership role:• responding well to disclosure and to
concerns about abuse or harm• responding well to survivors• responding well to people who might
pose a risk • responding well to serious situations• responding well to the church
congregationand...
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Protect: respondingChallenges to responding well: why the Church may not respond well to concerns• too difficult • ‘doesn’t happen in the Church’• the person/family concerned is respected• confidentiality is not understood• confusion about false allegations• wanting to keep it within the Church• needing to handle everything • not knowing who to go to• conflicting loyalties.
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Protect: respondingA leadership role: responding well
…is often about ‘walking alongside’ people. It is primarily about listening and
not reacting with haste. It is not about judgment or imposing what we think is best for someone. It is about not feeling that we must have all the answers and not wanting to solve everything now.
The Archbishops’ Council (2011) Responding Well to those who have been sexually abused: policy and guidance for the Church of England
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SECTION 5aPROTECT FROM HARM
Responding well to concerns
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Protect: respondingA leadership role:Listening well to people who have concerns about possible abuse or harm helps them:• to remember • to make sense of what they experienced,
heard, saw or were told – to make connections
• to build up as full a picture as possible• to provide acknowledgement and affirmation
especially when sharing painful or difficult issues
and...
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Protect: responding well to concernsA leadership role: Key listening skills• attention giving; active listening, non-
critical acceptance• ability to use different kinds of
questions• paraphrasing; reflecting back,
summarising and checkingand...
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Protect: respectful uncertainty Check your impressionsThe concept of ‘respectful uncertainty’ developed from learning after the death of Victoria Climbié and combines • the critical evaluation of information• keeping an open mind• dealing with everyone with respect.Munro describes it as “Showing compassion but retaining an open and questioning mindset.”
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Protect: responding wellDefensible decision-makingIn the context of the church this means taking decisions which:• are consistent with policy• are thoroughly thought through• are based on as reliable evidence as
possible• take things forward• have been recorded.
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SECTION 5bPROTECT FROM HARM
Responding well to survivors
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Protect: responding well to survivorsA leadership roleDeveloping an awareness of• the impact of abuse • what survivors find helpful or
difficult • the prevalence of abuse
and...
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ACTIVITY
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SECTION 5cPROTECT FROM HARM
Responding well to people who might pose a risk
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Protect: responding well to people who might pose a riskA leadership role• identifying the pastoral needs of
all concerned • working with Covenants of Care • using ‘respectful uncertainty’ • being alert to ‘disguised
compliance’ and...
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Protect: responding well to people who might pose a riskCovenants of care• small group at church and/or circuit
level• risk assessment • contract• meeting regularly, reviewing,
recording• training and support for the group• review of the contract • inform and annually report to the
DSO.
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Protect: understanding disguised compliance
Behaviour which gives the appearance or impression of co-operation to avoid raising suspicion, to mask abuse and to allay concerns.
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Protect: dealing with disguised compliance • Use respectful uncertainty. • Avoid over-optimism.• Remember history and risk factors.• Don’t be over-influenced by dynamic factors. • Keep to your focus. • Maintain careful records.• Communicate openly in the Covenant of Care
group.• Check with the DSO if you are concerned.
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SECTION 5dPROTECT FROM HARM
Responding well to serious situations
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Protect: responding well to serious situationsA leadership role: immediate steps
• coordinate• inform • liaise • follow up• support• don’t forget your own support and...
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SECTION 5ePROTECT FROM HARM
Responding well to the congregation
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Protect: responding well to the congregationA leadership role• appreciate the impact of what has
happened• consider the consequences such as
loss of trust• use insights that can support this
thinking• plan with thoughtfulness • take care over information sharing and...
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Protect: responding well to the congregationTwo useful models from Deidre Offord
• the Trauma Debrief
• the Grief Cycle
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A leadership role: what can help • careful information sharing • educative input• worship focused on healing • addressing forgiveness• enabling healing recovery• thoughtfulness about future ministryand...
Protect: responding well to the congregation
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SECTION 6PROTECT FROM HARM
Recording
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Protect: recordingA leadership role• ensuring recording is done• modelling good practice • supporting people who may have
difficulty with writing • ensuring records are passed on• safe storage and...
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Protect: recordingWhy keep records? They provide: • a note of what happened and who did
what• a history of events • continuity • accountability• evidence.
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Protect: recordingWhat to record:• who was involved: the names of key
people• what happened: facts not opinions• where it happened • when it happened: date and time• how it happened• why it happened • whom it was referred to.
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Protect: recordingChecklist for good practice: records should be structured legible clear and conciserelevant thoroughjargon-freenon-discriminatory in the person’s
own words
clear about what is included
written soon after the event
shared with the person they are about
up to datesigned, dated and
timed.
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Protect: recordingA leadership roleWhat should be recorded? Some examples • Covenant of Care groups• issues of concern• supervision• changes in job roles. Storage: records must be held securely.
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SECTION 7PROTECT FROM HARM
Referral
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Protect: referralA leadership role• taking the lead in making a referral• supporting someone else to make a
referral • acting in an emergency• passing on a concern • knowing who to go to in agencies and
developing links• seeking advice/support from DSOand...
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Protect: referralA leadership role: making a referral• telephone referral• be clear it is a safeguarding
concern• always confirm in writing • ensure follow up• be as persistent as necessary • ensure DSO is aware.
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Protect: referralWhat you can do if professionals don’t respond:
• go to the next in the management chain
• follow up in writing • consult with another lead agency• use the Strategy Group• refer to the chair of the LCSB or ASB• discuss with the DSO• Persevere.
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Protect: referral: when to reportConsider
• the person• the concern• public interest • necessity and proportionality.
Always• consult if possible• ensure your own support.
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Information sharing: seven golden rules 1. Remember that the Data Protection Act
is not a barrier to sharing information.2. Be open and honest.3. Seek advice.4. Share with consent where appropriate. 5. Consider safety and well-being. 6. Necessary, proportionate, relevant,
accurate, timely and secure.7. Keep a record. Extract from HM Government Information Sharing: Guidance for practitioners and managers.
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SECTION 8LOOKING AHEAD
AND CONCLUSIONS
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Safeguarding: a leadership role
My anxieties
My resources
My supports
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Safeguarding: a leadership role
Action planning• For me• The bigger pictureNext steps
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Feedback
After the devotions, please take a couple of minutes to complete the
feedback form.
Please leave the form in the tray on the table before you leave.
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.
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Creating Safer Space
Leadership ModulePlease collect your certificate
Please place your feedback form
in the tray by the door
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SECTION 3PREVENT ABUSE AND HARM
FOUNDATION MODULE REVISION
FOR THE LEADERSHIP ROLE Policies – Practice - Premises
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Prevent: policiesPolicies are required by insurance
companies and the Charity Commissioners
A leadership role • knowing the policies and where to find them• ensuring they are actively used and not
gathering dust• guiding relevant people to them and through
them• ensuring polices are reviewed regularly and
kept up-to-dateand...
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Prevent: policiesWhat are they ? Methodist Safeguarding Handbook• Safeguarding Children and Young
People• Safeguarding Adults• Practice Guidelines to support the
report Domestic Abuse and the Methodist Church Taking Action
• Model policies for churches• Recruiting Safely
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Prevent: practiceA leadership role
• knowing the guidelines for good practice
• ensuring they are in place • ensuring they are implemented
and routinely followed• taking up issues appropriately • initiating action if necessaryand...
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Prevent harm: premisesA leadership role• other groups using the Church (model
policies)• groups using the Church at the same
time • safer space • link with Health & Safety and...
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Tea Break