Safeguarding and Protecting Children 2 reflecting on practice

Safeguarding and Protecting Children 2: reflecting on practice (SPC 2 With support from

Click to edit Learning Master title Agreement style • • • Personal safety Equity Confidentiality Professionalism Ownership Child-centred approach //Main Title// 2

Click to edit Workshop Outcomes Master title style By the end of this workshop, you will be able to: //Main Title// • actively promote a positive and child-centred coaching environment using key principles of relevant codes of practice/conduct • demonstrate knowledge and awareness of current national legislation relevant to your role • confidently recognise, respond to and make informed decisions about safeguarding children • consider a seven-step approach to assist with decision making • respond appropriately to a disclosure or concern 3

Click to edit GIRFEC of Wellbeing Master title. Indicators style //Main Title// 4

Click to edit Recalltitle Exercise Master style 1 1. Thinking about your own club’s code of practice/conduct, which of the following is not a key principle? //Main Title// • Rights – Coaches must champion the rights of every individual to participate in sport • Responsibilities – Coaches must focus on their own performance in their sport in order to provide a sound role model • Relationships – Coaches must develop a relationship with performers based on openness, honesty, mutual trust and respect 5

Click to edit Recalltitle Exercise Master style 1 (continued) 2. Which two of these are not part of the five Getting it right for every child outcomes for children and young people’s well-being? //Main Title// • • Being happy Being healthy Staying safe Enjoying and achieving • Making a positive contribution • Economic well-being • Being a good citizen 3. Which Act made a new offence of ‘abuse of trust’? • Sexual Abuse of Trust Act • Sexual Offences of Trust Act 2003 • Sexual Offences Scotland • Sexual Trust Act 2003 6

Click to edit Recalltitle Exercise Master style 1 (continued) 4. Being the designated person in a club or other sportsrelated setting means that he or she: //Main Title// • investigates concerns about a young person when they arise • goes out to meet the parents of the young person • trains the organisation in child protection • receives any concerns about possible harm of a child or young person and decides what steps to take 7

Click to edit Recalltitle Exercise Master style 1 Answers 1. 2. 3. 4. Responsibilities ‘Being happy’ and ‘being a good citizen’ Sexual Offences Act 2003 Receives any concerns about possible harm of a child or young person and decides what steps to take //Main Title// 8

Click to edit Section 1 style Learning Outcomes Master title Foundations of Safeguarding and Good Practice: Drawing on your Experiences //Main Title// • Actively promote a positive and child-centred coaching environment using key principles of relevant codes of practice/conduct • Demonstrate knowledge and awareness of current national legislation relevant to your role 9

Click to edit What does Reflection Mean? Master title style • Thinking about something after the event • Learning from it • Changing/adapting behaviour in the future //Main Title// 10

Whattoare Click edit. Safeguarding Master title style and Child Protection? Safeguarding (the umbrella) – the proactive policies and procedures in place for the benefit of all children involved in our clubs and activities //Main Title// Child protection – one aspect of the safeguarding umbrella specific to children who are at risk of, or suffering, significant harm 11

Click to edit Legislation and Guidance Master title style Relevant legislation for coaches and volunteers – underpinned by the Human Rights Act and the UN Convention on the Rights of a Child //Main Title// Child welfare and protection Children (Scotland) Acts 1995 Criminal offences against children Sexual Offences (Scotland) Act 2005, Sexual Offences (Scotland) Act 2009 Recruitment and selection of staff and volunteers Safeguarding vulnerable groups legislation (England Wales; Northern Ireland; Scotland) Legislation in Scotland, Wales and Northern Ireland differs from that in England. Familiarise yourself with the appropriate legislation where you operate. What is the relevance of legislation to your role in sport? 12

Click to edit New Legislation Master title style Protection of Freedoms Act 2012 Disclosure and Barring Service (DBS) //Main Title// • Independent Safeguarding Authority (ISA) and Criminal Records Bureau (CRB) merged into one organisation called DBS • To prevent unsuitable people from working with children and vulnerable adults • New definition of ‘regulated activity’ to only cover ‘unsupervised’ coaching • Each governing body of sport will be required to develop its own definition of ‘supervision’ • Still two barred lists: one for working with children and one for working with vulnerable adults 13

Protection Click to edit of Vulnerable Master title style Groups (Scotland) Act 2007 Relevance for sport //Main Title// • New scheme which will replace and improve upon the current disclosure system for people who work with vulnerable groups • Individuals must register to become a ‘Scheme’ member to carry out regulated work with children or protected adults • 2 lists – children’s and adult’s 14

Protection Click to edit of Vulnerable Master title style Groups(s) Act 2007 Types of Scheme Record Disclosures: //Main Title// • Scheme Record Update • Statement of Scheme Membership 15

Protection Click to edit of Vulnerable Groups(s) Act Master 2007 title style • Information from a number of sources continually fed into scheme making the system more proactive //Main Title// • Organisations still have a duty to refer individuals to Scottish Ministers where grounds for referral met (criteria expanded) • Central Barring Unit will make decisions on barred status 16

Safeguarding and Protecting Children in Click to edit Master title style the Context of the Legal Framework • If you represent your club or organisation as a coach for your sport, you have a legal duty of care • If you are involved as an individual, you have a moral duty of care • • With the children and parents/carers //Main Title// Duty of care Positions of trust As a representative of your club or organisation, sport, profession and/or role 17

Click to edit Code of Master title. Practice/Conduct style • Working document to support best practice in the club or organisation • States the rights and responsibilities of individuals when participating • Relationships between all parties that are open and honest • Promotes positive behaviour, challenges poor behaviour • Benchmark for raising concerns //Main Title// 18

Click to edit RESPECT Master title style //Main Title// With thanks to the RFL for their permission to reproduce the RESPECT cover Responsible Encouraging Sporting Positive Enjoyable Considerate Tolerant 19

Click to edit Section 2 style Learning Outcomes Master title Identifying Signs of Abuse or Harm: the confusion of Signs and Indicators //Main Title// • Confidently recognise, respond to and make informed decisions about safeguarding children • Consider a seven-step approach to assist with decision making 20

Click to edit Reflection Exercise Master title style • Think about an incident, or a situation that occurred over time, that caused you concern. Be specific in what it was that actually worried you and where it happened //Main Title// • Give a description of the child (gender, age, ethnicity, any disability, his or her performance or any other general features of his or her membership of the club) • What did you feel about the situation? • What did you do? Did you talk to anyone? Was it helpful and in what way? • What happened next? How did you feel about the outcome? • What did you learn from the incident? Would you do anything different next time? Did your policy, procedures or code of practice/conduct help you? 21

Click to edit What is Child Master title style Abuse? • • • Term to describe harm to a young person (under 18) Harm is actively done Failure to protect a child Abuser is likely to be an adult Could be another young person Males and females abuse //Main Title// Prudent decisions need to be taken to minimise risk to children and adults 22

Click to edit Truth or Master title. Myth? style 1. We don’t have any cases so it doesn’t happen in our sport 2. Most of our sport is female so we don’t have any problems like that 3. If our club or organisation uses a proactive system of recruitment and induction, it will help us recruit safely 4. If we do DBS checks on everyone who comes into contact with the children, we don’t need to worry 5. We support our coaches through their qualifications and ongoing professional development //Main Title// 23

Click to edit Truth or Master title. Myth? style (cont’d) 6. Our club welfare officer can come to committee meetings if she has anything to say 7. We have known all our coaches and volunteers for years so we don’t have any concerns 8. Adults working as coaches and volunteers need to protect themselves from false allegations 9. Children don’t often lie when they are telling someone they trust about an issue 10. Our committee members don’t come into contact with children so it doesn’t apply to them //Main Title// 24

Click to edit Truth or Master title. Myth? style Answers 1. 2. 3. 4. 5. Myth Truth //Main Title// 6. Myth 7. Myth 8. Truth 9. Truth 10. Myth 25

Whattoare Click editthe Different Types Master title style of Abuse? Physical //Main Title// Emotional Sexual Neglect Bullying 26

Click to edit Typestitle of Abuse Master style Physical abuse • occurs when someone causes physical harm or injury to a child //Main • Title// is a type of abuse in its own right and also present with the other forms of abuse is the emotional ill treatment of a child, resulting in severe and persistent adverse effects on emotional development Emotional abuse • Sexual abuse • occurs when adults or other young people (both male and female) use children to meet their own sexual needs • occurs when adults fail to meet a child’s basic physical and/or psychological needs, and is likely to result in the serious impairment of the child’s health or development Neglect 27

Click to edit Bullying Master title style //Main Title// Bullying • • is deliberately hurtful behaviour is usually repeated over a period of time occurs where it is difficult for those being bullied to defend themselves can be verbal, written or physical Give examples of signs and indicators of each type of abuse from your sport 28

Click to edit Other title circumstances leading to abuse Master style Other forms of abuse can have a significant impact on physical, social and emotional wellbeing: //Main Title// • • • Domestic Abuse Substance Misuse / Substance dependency Bullying (by adults and other children) Grooming / Internet Safety Abuse by other children 29

Click to edit The Impact of Abuse on Children Master title style NB: Effects may be individual to the child //Main Title// Could include: • Physical delayed development, lack of friends • Emotional delayed development, difficulties in trusting • Sexual general fearful outlook, withdrawal; conversely, overly affectionate • Neglect delayed emotional and/or social development • Bullying low self-esteem, difficulties in social relationships How might the effects show in your sessions? 30

Click to edit The Seven-step Master title style Approach 1. What is your concern for the child? //Main Title// 2. What might be the child’s worries or concerns? 3. What are your worries and concerns? 4. What are your options? 5. What are the obstacles? 6. What are your actions? 7. Record, record! 31

Click to edit Section 3 style Learning Outcome Master title Taking Appropriate Action //Main Title// • Respond appropriately to a disclosure or concern 32

Click to edit Recalltitle Exercise Master style 3 1. If you have a concern that could be about child abuse, you should first: //Main Title// • tell the child or young person about your concerns • refer to the police and children’s social care for investigation • tell the parents/carers • speak to your club welfare officer, designated person or senior member of staff 2. What are two of the four recommended responses when you have a concern about a young person? • • • Say that anything he or she says will be kept confidential Reassure him or her that he or she is not to blame Find out as much as possible See if you can guess what the problem is Stay calm 33

Click to edit Recalltitle Exercise Master style 3 (continued) 3. If you see a coach in your club displaying poor practice, what would be the two actions you could take? //Main Title// • Tell the children in that group that the coach is rubbish • Go directly to the coach and appropriately challenge what he has said or his actions • Rush over to the coach and, in front of the children or young people, threaten to report him if he carries on • Provide a verbal or written report to the club welfare officer, designated person or head coach of what you have seen and heard and why you were concerned 34

Click to edit Recalltitle Exercise Master style 3 Answers 1. Speak to your club welfare officer, designated person or senior member of staff – unless the concerns relate to him or her, or there are concerns about a conflict of interest //Main Title// 2. Reassure him or her that he or she is not to blame – children often blame themselves Stay calm – children need to see that you are in control 3. Go directly to the coach and appropriately challenge what he has said or his actions – (depending on the issue) it may be the coach is unaware he is exhibiting poor practice Provide a verbal or written report to the club welfare officer, designated person or head coach of what you have seen and heard and why you were concerned – this will provide information to key members of the club so that the situation can be dealt with appropriately 35

Click to edit What is a style Disclosure? Master title • When someone (child or adult) tells you something, usually sensitive or personal //Main Title// • Unlikely to be shared widely • Reflects level of trust 36

Click to edit Responding to a Disclosure Master title style Considerations: //Main Title// • Timing and location • Responding to a child • Recording the concern • Any other sources of concern? Refer to your governing body of sport/county sports partnership (CSP) reporting procedures 37

Click to edit Wheretitle you have Concerns Master style • You are not expected to be an expert, nor to start an investigation or to find additional evidence //Main Title// • You have a responsibility to act if you have any concerns about the behaviour of an adult or a child towards another child 38

Click to edit What is your Master title style. Responsibility? //Main Title// You have concerns + You’re not an expert – don’t start to investigate = Pass on your concerns to…? 39

Click to edit Information Sharing Master title style • Check your governing body of sport/local authority/club or organisation policy and procedures //Main Title// • Information on a need-to-know basis • Confidentiality must be respected • Club protection officer/designated person/head coach • Governing body of sport/ lead officer for child protection • Neither data protection nor human rights legislation overrides the responsibility to share information if there are potential concerns about the safety/welfare of a child/children 40

Click to edit Parents Master title style How do you use your parents code of practice/conduct? //Main Title// Worst Liability Celebrate the support Greatest Asset Parents Challenge appropriately 41

Click to edit Wheretitle Next? Master style • Additional activities and information in your Safeguarding and Protecting Children 2 resource //Main Title// • For further information on safeguarding children, visit: www. childprotectioninsport. org. uk • For further information on the DBS, visit: www. gov. uk/disclosure-barring-service • For further information on sports coach UK workshops, visit: www. sportscoachuk. org 42

Click to edit Workshop Outcomes Master title style By the end of this workshop, you will be able to: //Main Title// • actively promote a positive and child-centred coaching environment using key principles of relevant codes of practice/conduct • demonstrate knowledge and awareness of current national legislation relevant to your role • confidently recognise, respond to and make informed decisions about safeguarding children • consider a seven-step approach to assist with decision making • respond appropriately to a disclosure or concern 43