Safeguarding Adults - Protection
description
Transcript of Safeguarding Adults - Protection
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Including
Safeguarding Adults - Protection
Practitioner Level
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Including
Toilets Fire ProcedureSmoking
Mobile Phones / Devices
Finishing Time
Breaks
Housekeeping
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Including
Training Transfer
Getting learning into practice
• “50% of learning fails to transfer to the workplace”
(Sak, 2002)
• “The ultimate test of effective training is whether it benefits service users”
(Horwath and Morrison, 1999)
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Including
Training Transfer
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Including
Introductions
• Name
• Place and nature of work
• What do you want to know by the end of today’s session?
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Including
Outcomes
By the end of the session you will:
• Be able to take early action because you recognise that abuse may be insidious / hidden rather than just a one off event
• Be able to respond to a safeguarding concern/alert effectively
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Including
Attendees will be able to: • take and make appropriate referrals and refer to other
sources of investigation if required• ask the ‘right’ questions and gather initial information to
promote the safety and well being of the person • undertake an initial risk assessment either by telephone
or face to face and take any required protective action• Recognise when other agencies may need to be
involved including the Police • reflective practice in safeguarding
• Attendees will be clear about their role in the safeguarding process
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Including
Ground Rules
Safeguarding is a dynamic world and we continue to learn about how to prevent people from being harmed on both a strategic / organisational level and as individual practitioners.
Safeguarding is about partnership, it is not about blame. All agencies and individuals need to take responsibility, to reflect and learn to safeguard people who may be vulnerable.
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Including
Ground Rules
Confidentiality within the group will be respected but may need to be broken if a disclosure of unsafe practice, abuse or neglect is made during the course – this will usually be discussed with you first.
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Including
Recap
• What is abuse?
• Who is a vulnerable adult?
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Including
Abuse is:A violation of an individual’s human and civil rights by
any other person or persons. Abuse can consist of a single act or repeated acts. It
may be physical, verbal, or psychological. It may be an act of neglect or an omission to act, or it
may occur when a vulnerable person is persuaded to enter into a financial or sexual transaction to which he or she has not consented or cannot consent.
Abuse can occur in any relationship and may result in significant harm to, or exploitation of, the person subjected to it.
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Including
A vulnerable adult is: a person "who is or may be in need of community care services by reason of mental or other disability, age or illness,
and who is or may be unable to take care of him or herself,
or unable to protect him or herself against significant harm or exploitation"
No secrets: guidance on developing and implementing
multi-agency policies and procedures to protect vulnerable adults from abuse DOH March 2000
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Including
Safeguarding Adults Principles
• Empowerment• Protection• Prevention
• Proportionality• Partnership• Accountability
Adult Safeguarding: Statement of Government Policy, 2011
What outcomes should individuals experience from the safeguarding process?
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Including
Because you said something...
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Including
Small Group Discussion In groups have a look at the following
scenarios :-
• The man in the park• The two brothers• The couple in the conservatory
What was happening?
What might be done?
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Including
Feedback – the man in the park
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Including
Hate Crime
“Any criminal offence, which is perceived, by the victim or any other person, to be motivated by hostility or prejudice based on a person’s difference or perceived difference.”
CPS
Police also record incidents which are not crimes.
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Including
Disability Hate CrimeBetter understanding of disability hate crime
and of impact on victims
Offender(s) often known to victim
Likely to increase in severity or frequency
• Vulnerability Screening• Neighbourhood harm register• Enhanced sentencing • EHRC / DoH / Home Office / Regional projects
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Including
Allport’s Scale of Prejudice
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Including
Mate Crime
“When someone befriends a vulnerable person in order to exploit them.”
Why?
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Including
Forced Marriage
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Including
Nicky Reilly attempted to detonate
an improvised explosive device at
a restaurant in Exeter in May 2008.
Was radicalised through contact
with people on the internet. Known
to have mental health issues and
learning difficulties and had regular
contact with health and social
services.
Andrew Ibrahim was arrested in
Bristol in April 2008 charged with
Terrorist offences and convicted in July
2009. Had previously sought medical
help for injuries to his hands during
trials with explosives. Had shown his
Drug counsellor violent footage that he
Had downloaded onto his mobile
phone. Developed a "mind-set of
martyrdom“ after accessing extremist
Material online.
Radicalisation to Support or Commit Terrorism
“Building Partnerships, Staying Safe The health sector contribution to HM Government’s Prevent strategy: guidance for healthcare organisations”
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Including
Grooming Process• Choose a vulnerable adult with whom they have (or
can manipulate) a relationship of authority• Develop a special relationship with the adult• Get the victim’s support network to trust them or
isolate the victim (threat, inducement, deception)• Slowly introduce low level
behaviour in order to desensitise or normalise• Introduce the target behaviour
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Including
Police involvement
• 101 OR 999
http://www.devon-cornwall.police.uk/
• PCSO’s
• Police officers
• Neighbourhood beat managers
• Specialist officers – public protection unit
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Including
Scams
www.thinkjessica.comwww.stoploansharks.org.uk
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Including
Trading Standards May be able to help:• If you’ve been misled by the trader into buying something you
wouldn’t have bought if you had been given all the information beforehand
• If the trader has made false claims about goods or services which you have found out not to be true
• If you’ve been sold fake or counterfeit goods• If the trader has used aggressive selling techniques or persuaded
you to buy something you wouldn't necessarily have bought if you had a free choice
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Including
Feedback – the two brothers
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Including
Domestic Abuse
“Any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological, physical, sexual, financial and emotional abuse.”
Cross government definition, 2010
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Including
Biderman's Chart of Coercion• Isolation• Monopolisation of Perception• Induced Debility and Exhaustion• Threats• Occasional Indulgences• Demonstrating omnipotence and
omniscience• Degradation• Enforcing trivial demands
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Including
Domestic Abuse 0345 155 1074
www.devon.gov.uk/domestic_violence
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Including
Feedback – the couple in the conservatory
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Including
Carers and Safeguarding AdultsCarers are more likely to perpetrate abuse (intentional or not)
if the carer:• Has unmet or unrecognised needs• Is themselves vulnerable • Has unwillingly had to change his or her lifestyle or feels
unappreciated by the vulnerable person or exploited by relatives or services
• Is being abused by the vulnerable person • Has little insight or understanding of the person’s condition
or needs • Is feeling emotionally and socially isolated, undervalued or
stigmatised • Has other responsibilities such as family or work
ADASS (July 2011)
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Including
What is the purpose of making an alert?
• To keep the person safe now and in the future
• To share information about risk so that others can decide on the next actions that might be needed
• To collect national information / data
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Including
Making/Taking an Alert
What information will the Safeguarding Adults team need in order to assess risk and make recommendations?
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Including
Practitioner’s Role
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Including
Asking the right questions
OpenOpen
Closed Closed
SpecificSpecific
Probing Probing
Hypothetical Hypothetical
Reflective Reflective
Leading Leading
TED
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Including
Assessing Risk
In groups, consider for your case study how you would go about gathering the required information.
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Including
Assessing Risk
In groups consider for your case study:
• What factors might have influenced the answers the person is giving you?
• Who else may be harmed?
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Including
Managing Risk
In groups consider for your case study:
• Do you need to take any action to protect the person in the short term?
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Including
Gaining Consent
You should seek consent to share information
unless doing so would:
• Place a child at increased risk of significant harm• Place and adult at increased risk of serious harm • Prejudice the prevention, detection or prosecution
of a serious crime• Lead to unjustified delay in making enquiries
about significant harm or serious harm
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Including
Gaining ConsentYou can share information without consent:• In the best interest of a person lacking capacity
(to understand the risks they face
or capacity to understand the safeguarding
process)• In the public interest
You must always balance a person’s right to safety with their right to confidentiality.
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Including
Woman in the..Hospital
• If you came across her upset, what would you do to establish what the issue was?
• What would you do/say if she told you the nurse had touched her?
• What would you think about when considering making an alert?
Care Home
• If you came across her upset, what would you do to establish what the issue was?
• What would you do/say if she told you the carer had been cruel to her?
• What would you think about when considering making an alert?
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Including
Multi-agency Process
Devon Care Direct on 0845 1551 007
Torbay Single Point of Contact on 01803
219741 or [email protected]
Plymouth Adult Protection Team on 01752 668000 or [email protected]
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Including
Referral Process
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Including
Investigation Process
Review
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Including
Child Protection
www.devon.gov.uk/childprotection
• If you are concerned about a child or young person in Devon contact the MASH on 0345 155 1071 or email [email protected] and give as much information as you can.
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Including
Final Questions?
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Including
Prevention is Better Than Cure
Keep the course in context. Whilst there are some very worrying situations occurring everyday there is also good practice in all care environments
Remember to vigilant and deal with things at the earliest opportunity.
Whether it’s poor practice or abuse doing nothing isn’t an option.
What will you do now?