MARCH CONFERENCE 2013

1. MARCH CONFERENCE2013 Life to the Full REFRESHER COURSE 8/26/2014

2. SAFEGUARDING: Protection from mal treatment Prevention of harm PROMOTING WELFARE: Ensuring safe and effective care Enabling full development of potential Definitions

3. ACTIVITY: Look at the Code of Conduct with a partner. What has this to do with Child Protection? In all honesty can you identify any leader you know who does not always live up to this? . If you had to choose just one of these bullet points to be your mandate, which would you choose? Surely if we take our Christian faith seriously and put it into action the rest will follow! Code of Conduct for Volunteers

4. Life to the Full Guidance Updated version, available on line in Go Leader Zone 8/26/2014

5. Everyone working with children /young people has a responsibility to keep young people safe Sadly our young people live in a world that is frequently violent and abusive. It is GBEW/your church’s/YOUR responsibility It is not acceptable for anyone to say ‘It isn’t MY job’ or I attended a course and was trained 10 year ago! Whose Job Anyway?

6. ACTIVITY: Look at the selection of newspapers provided . What examples can you find of the violent and abusive world in which our young people live? FOLLOW UP: GB should be a welcoming place of nurture, respect, safety and Christian love. What a contrast to the life so many have! Our Young People’s World

7. Abuse or neglect may be the result of someone Inflicting significant harm or Failing to act to prevent harm Abuse may be classified as: Physical abuse Emotional abuse Sexual abuse Neglect What is Abuse? 8/26/2014

8. There are no absolute criteria, consideration needs to be given to: The degree and extent of physical harm The duration / frequency of abuse The extent of premeditation The degree of threat and coercion What is Significant Harm?

9. Children sometimes keep quiet because: They are scared They fear they will be taken away from home or their parents will get into trouble They believe they are to blame They think what has happened is normal They are embarrassed or ashamed They feel guilty They can’t communicate what happened They think they have ‘told’ They think they won’t be believed Barriers to Telling

10. ACTIVITY: You will have been told how to respond to a disclosure at your initial training. You may have a card with the golden rules on it. With a partner, you have three minutes to record 10 rules for How to Respond. How to respond

11. DO: Listen Respect the child / yp Keep calm Take it seriously Reassure Explain what you will do Record, sign & date Follow procedures DO NOT: Ask leading questions Make promises you can’t keep Show your emotions Jump to conclusions Make accusations Speculate Dismiss what you hear Panic How to Respond

12. Why Refer? • Children have a right to be safe • Adults have a responsibility to protect • children • Abuse and neglect are damaging • You have only one part of the jigsaw • Children rarely lie about abuse • Others may be involved • It puts the issue in the hands of experts

13. The Process of Referral • If you have concerns; • Inform your GB team leader • She should tell your Church CP officer • Record and date your concerns • Follow your Church processes carefully • Your CPO will decide to refer or not • Referrals will be followed up with a gathering of • information from all sources • It is not your role to decide if the allegation is true • If a leader is accused ensure they do not have contact with the child till the issue is resolved 8/26/2014

14. If a complaint is made against a GB leader: Report to the team leader She should tell the church CPO or the appropriate person The CPO will: Gather evidence: allegations, observations, witness accounts, conversations Convene a meeting to attempt resolution Make written record of decisions made Advise complainant of their right to approach social services/police if allegation is serious Dealing with Complaints

15. If a complaint is made against a GB leader: Find someone to support the leader against whom the complaint has been made. Ensure the leader does not have contact with those involved until th eissue has been resolved Dealing with Complaints

16. ACTIVITY Rank each of the following from 1-10. 1 being rarely 10 being always: Do you on a typical GB evening: Leave no volunteer alone with young people Record all events that might be controversial in a company record book Openly discuss with other staff any unacceptable behaviours (shouting at young people /impatience) Make conscious decisions about who works with whom based on relational compatibility Monitor the coming and going of all people on site Spend time talking and sharing with your young people Safe Practice

17. Some roles need specific training expedition leader, trampolining coach, life saver Some roles are dependent on experience, interest, skill Craft, pianist, special need support, treasurer Some roles are determined by availability Who will unlock, assist with refreshments KEY QUESTION: Has each person been appropriately equipped for the role they are fulfilling? Roles and Responsibilities

18. Denominational guidelines give guidelines for ratio of leaders/young people GB’s residential training gives minimum ratios ACTIVITY In groups of three explain the following statement: It is never possible to define a global ratio for supervision levels Supervision 1

19. Supervision levels will need to take account of: The age of the group involved The activity being undertaken The environment in which the activity is being undertaken Any special needs in the group The experience / training / gender of the adults present Supervision 2

20. Written risk assessments are good practice They should be simple and apply common sense All leaders should be involved in the process A basic plan can be kept from week to week with additions being added if new tasks are introduced Review them regularly. KEEP THEM Sample risk assessments are available: How to Run an Evening’s Programme Residential Event Toolkit Risk Assessments

21. ACTIVITYIn one minute record as many different ways as you can that you in GB may use Information Communication Technology . I.C.T

22. Updated guidelines cover : Use of photographs Safe use of websites Data base regulations Accessing the web Communicating via text and email Use of Social media I.C.T

23. Volunteers should be aware of the following: Use group e mail to communicate not one to one Always ensure message is sent to an adult as well as girls/young people Save all e mail / text communications Do not communicate at anti social times Use a company e mail address If possible, use a company phone for GB communications Be careful that any links sent are appropriate Use language carefully – avoid ‘love’ or XXX E mail & Texting

24. Never communicate with GB members via your personal face book site Company face book sites must be closed group sites Negotiate a code of conduct with your members Remove any member who contravenes code of conduct Decide who the site is for. (No under 13s) Post information on the WALL not by messaging The site administrator should be an adult Only the site administrator should accept members and add photos (No photo to be tagged) Monitor content regularly Social Media

25. ACTIVITYMake a list of the forms required in connection with safe practice within GB FOLLOW UP These administrative processes are in place to protect both the leader and the young people. Administrative Requirements

26. It is important that Young People feel safe in GB Be aware of the types of youngsters that might be prey to bullying Avoid leaving young people on their own bullying often happens during unsupervised activities Agree a code of conduct that everyone is part of Make it OK to ‘tell ‘ if someone is being mal-treated Deal promptly fairly and calmly with reported incidents Ensure that leaders are aware that adults can bully as well as children Anti –Bullying Strategy

27. GB’s principles declare that ; ‘The Brigade promotes a just society where all are equally valued’ So does your company ensure all are equally valued? ACTIVITY In your group each take on a different role e.g. a member: who struggles with reading who has a different colour skin to everyone else who is not very athletic who comes from a family where money is short who has joined a group that has been in GB a long time Define in what ways / at what times you feel ‘unequal’ in GB Equal Opportunities 8/26/2014