Transcript Fuelling Performers

sports coach UK
Develop Your Coaching Workshop
Safeguarding and Protecting
Children
(formerly Good Practice and Child Protection)
October 2006
For use by those accredited through sports coach UK’s Head
Office Education and Training Team
By the end of this workshop, you will be able to:
identify and recognise good coaching
practice, and the implications for your
coaching
explore your values and feelings in relation
to child abuse, and recognise their potential
impact on your response
recognise and respond to the signs and
symptoms of child abuse and poor practice
take appropriate action, if concerns about a
child arise
SAFEGUARDING AND
PROTECTING CHILDREN
Safeguarding and Protecting Children – Slide 1
The Learning Agreement
The Learning Agreement promotes:
• personal safety
• equity
• confidentiality
• professionalism
• ownership
Safeguarding and Protecting Children – Slide 2
Legal Framework and
Government Guidance
•Child welfare and protection
– Children Act 1989 and 2004
•Criminal offences against children
– Sexual Offences Act 2003
•Recruitment and selection of staff and
volunteers
– Protection of Children Act 1999
– The Police Act 1997
– Criminal Justice and Court Services Act 2000
– The Safeguarding Vulnerable Groups Act 2006
All the above are underpinned by the Human Rights Act
and the UN Convention on the Rights of the Child
Safeguarding and Protecting Children – Slide 3
Legal Framework and
Government Guidance
(continued)
• Working Together to Safeguard Children 2006
– This is a key guidance document for all
organisations providing services for, or working
with, children and young people
– It sets out how organisations and individuals should
work together to safeguard and promote the
welfare of children
Safeguarding and Protecting Children – Slide 4
Safeguarding and Protecting
Children in the Context of the
Legal Framework
• Duty of care – legal and moral responsibilities of
organisations and individuals
• Positions of trust
• Standards of safeguarding and protecting children
in sport (NGBs and CSPs)
Safeguarding and Protecting Children – Slide 5
Scenarios
1
A gifted young performer in an under-14 squad
requests individual, one-to-one coaching, even
though they are part of a group
2
Some children who you coach ask to visit your
house to see your collection of sports medals and
trophies, and to borrow some training manuals
3
You are asked to attend a training weekend
where, for supervisory reasons, you are allocated
a sleeping area with a group of children
4
A new coach uses inappropriate language that the
children repeat, making fun of other groups in a
loud, suggestive manner
Safeguarding and Protecting Children – Slide 6
Scenarios (continued)
5
You are asked to coach a young adult with
additional special needs, but are not given
time to discuss her specific requirements,
either with the young adult herself or her carer
6
A child in your care receives a bang to his head.
He appears to be fine, so you forget to inform
his parents and fail to complete an accident
report form
7
During a coaching session, a young performer
begins to suggest that they really like you and
would like to meet you for a coffee
8
You are asked to take a squad to an away
fixture by yourself
Safeguarding and Protecting Children – Slide 7
Code of Practice for Sports
Coaches – Key Principles
• Rights – coaches must respect and champion the
rights of every individual to participate in sport
• Relationships – coaches must develop a relationship
with athletes (and others) that is based on openness,
honesty, mutual trust and respect
• Responsibilities: personal standards – coaches
must demonstrate proper personal behaviour and
conduct at all times
• Responsibilities: professional standards –
to maximise benefits and minimise the risks to athletes,
coaches must attain a high level of competence through
qualifications, and a commitment to ongoing training,
that ensures safe and correct practice
Safeguarding and Protecting Children – Slide 8
Rights
Coaches must respect
and champion the rights
of every individual to
participate in sport
Safeguarding and Protecting Children – Slide 9
Coaches should:
• create an environment where every individual has the
opportunity to participate
• create and maintain an environment free of fear and
harassment
• recognise the rights of all athletes to be treated as
individuals
• recognise the rights of athletes to confer with other
coaches and experts
• promote the concept of a balanced lifestyle,
supporting the well-being of the athlete both in and
out of the sport
Safeguarding and Protecting Children – Slide 10
Relationships
Coaches must develop a
relationship with athletes
(and others) that is based
on openness, honesty,
mutual trust and respect
Safeguarding and Protecting Children – Slide 11
Coaches should always:
• promote the welfare and best interests of
their athletes
• empower athletes to be responsible for their own decisions
• clarify the nature of the coaching services being offered to
athletes
• communicate and cooperate with other organisations and
individuals in the best interests of athletes
Coaches must not:
• engage in or tolerate behaviour that constitutes any form of
abuse (ie physical, sexual, emotional, neglect)
Safeguarding and Protecting Children – Slide 12
Responsibilities –
personal standards
Coaches must
demonstrate proper
personal behaviour and
conduct at all times
Safeguarding and Protecting Children – Slide 13
Coaches should always:
• be fair, honest and considerate to athletes and
others in their sport
• project an image of health, cleanliness and efficiency
• be positive role models for athletes
Safeguarding and Protecting Children – Slide 14
Responsibilities –
professional standards
To maximise benefits and
minimise the risks to athletes,
coaches must attain a high level
of competence through
qualifications and a commitment
to ongoing training that ensures
safe and correct practice
Safeguarding and Protecting Children – Slide 15
Coaches will:
• gain NGB coaching qualifications
appropriate to the level at which they coach
• be professional and accept responsibility for
their actions
• promote safe and correct practice in line with
codes of practice
• provide a safe environment that maximises
benefits and minimises risks to athletes
• make a commitment to providing a
high-quality service to their athletes
Safeguarding and Protecting Children – Slide 16
True or False?
1
Children are abused mostly by strangers
2
It is only men who sexually abuse children
3
Disabled children are less likely to be
victims of abuse
4
Girls are much more likely to be abused
than boys
5
In some cultures, it is acceptable for
children to be abused
6
If social services are involved, children are
usually removed from their homes
Safeguarding and Protecting Children – Slide 17
True or False? (continued)
7
Children are resilient and, therefore, recover
quickly from abuse
8
Children under the age of five are more likely
to be abused than older children
9
More children are abused now than 20 years
ago
10
Children often lie about abuse
11
There is widespread reported occurrence of
abuse in sport
12
Coaches have many opportunities to abuse
children emotionally, as well as physically
Safeguarding and Protecting Children – Slide 18
True and False Answers
1
False
7
False
2
False
8
True
3
False
9
False
4
False
10 False
5
False
11 True
6
False
12 True
Safeguarding and Protecting Children – Slide 19
Acceptable or Unacceptable Behaviour?
1
A four-year-old being left alone for half an hour
2
A 12-year-old child being left alone in the house
for the evening
3
A five-year-old girl is sent to school in January,
wearing a thin cotton dress and a summer jacket
4
A 13-year-old boy goes without lunch and dinner
5
An instructor taking a group hill walking without
adequate clothing
6
A father smacking his 12-year-old daughter
because she arrives home two hours late
Safeguarding and Protecting Children – Slide 20
Acceptable or Unacceptable Behaviour?
(continued)
7
An organisation’s requirements for a particular
competition cause the performer to make abnormal
changes to her body composition/shape
8
A father bathes his 11-year-old daughter
9
A mother bathes her 10-year-old son
10
A female babysitter bathes a 10-year-old boy who is
physically disabled
11
A male coach enters the girls’ changing room to talk
before the competition
Safeguarding and Protecting Children – Slide 21
Acceptable or Unacceptable Behaviour?
(continued)
12
A male coach physically supports a young female
gymnast during a tumbling routine
13
A coach has sexual intercourse with one of his
16-year-old athletes
14
A male coach expresses his delight following a good
performance by slapping the buttocks of one of his young
female athletes
15
A parent has sexual intercourse with his or her child
16
A female coach works alone with a squad of male athletes
Safeguarding and Protecting Children – Slide 22
Acceptable or Unacceptable Behaviour?
(continued)
17
Parents make their 16-year-old son/daughter help out in
the family shop every night and each weekend, rather
than allowing him/her to socialise with his/her peer
18
Parents constantly taunt their 12-year-old son
who hates sports and enjoys ballroom dancing
19
A teacher regularly undermines the efforts of a
15-year-old girl and publicly reports all the errors
she makes on her homework
20
A coach drives an eight-year-old to exhaustion and
tears during training
21
A player calls another player names
22
Initiation ceremonies within sports teams
Safeguarding and Protecting Children – Slide 23
Neglect 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
Examples of neglect include:
• failing to provide a child with adequate food,
shelter or clothing
• regularly leaving a child alone or unsupervised
• failing to protect a child from physical harm or
danger
• failing to ensure a child has access to appropriate
medical care or treatment
• refusing to give a child affection and attention
Safeguarding and Protecting Children – Slide 24
Neglect
Examples in sport
Neglect in a sport situation could include a coach
failing to ensure that children are safe and
comfortable, exposing them to undue cold or to
unnecessary risk of injury
Safeguarding and Protecting Children – Slide 25
Physical abuse occurs when someone
causes physical harm or injury to a child
(in this case)
Examples include:
• hitting, shaking or throwing
• poisoning, burning or scolding
• biting, suffocating or drowning
• giving children inappropriate drugs or alcohol
• otherwise causing deliberate physical harm
Safeguarding and Protecting Children – Slide 26
Physical Abuse
Examples in sport
Physical abuse in a sport situation may
be deemed to occur if the nature and intensity of
training and competition exceeds the capacity of
the child’s immature and growing body.
This includes instances where drugs are used to
delay puberty, to control diet or to enhance
performance
Safeguarding and Protecting Children – Slide 27
Sexual abuse occurs when adults or other
young people (both male and female) use
children to meet their own sexual needs
This could include:
• full sexual intercourse
• masturbation, oral sex, anal intercourse or fondling
• involving children in producing pornographic material
(eg videos or photographs)
• showing children pornographic material
(eg magazines, videos or pictures)
Safeguarding and Protecting Children – Slide 28
Sexual Abuse
Examples in sport
There are situations within all sports, in which the
potential for this form of abuse exists:
• Some individuals have deliberately targeted
sports activities, in order to gain access to, and
abuse, children
• There is evidence that individuals have sometimes
ignored governing body codes of practice, and used
physical contact within a coaching role to mask their
inappropriate touching of children
• Some people have used sporting events as an opportunity
to take inappropriate photographs or videos of
sportspeople (including young and disabled participants)
in vulnerable positions
Safeguarding and Protecting Children – Slide 29
Emotional abuse is the emotional ill
treatment of a child, resulting in severe and
persistent adverse effects on his or her
emotional development. Although it can occur
in isolation, children who have suffered neglect
or physical or sexual abuse, will also have
suffered some level of emotional abuse.
Research shows that children who experience
an emotionally abusive environment are at a
higher risk of suffering other forms of abuse
Safeguarding and Protecting Children – Slide 30
The emotional abuse of children of all ages
can occur in a number of ways, including:
• imposing developmentally inappropriate
expectations on them
• making them feel worthless, unloved, inadequate
or valued only insofar as they meet the needs of
another person
• making their positive self-image entirely dependent
on sporting achievement and success
• making them feel frightened or in danger
• shouting at, threatening or taunting them
• overprotecting them or, conversely, failing to give
them the love and affection they need
Safeguarding and Protecting Children – Slide 31
Emotional abuse in sport may occur if
children are subject to constant criticism,
name-calling, sarcasm, bullying, racism or
unrealistic pressure to perform to high
expectations (this may be from parents or coaches)
Safeguarding and Protecting Children – Slide 32
Bullying
Bullying is deliberately hurtful behaviour, usually
repeated over a period of time, where it is difficult for
those being bullied to defend themselves. Bullying
can be verbal, written or physical.
Forms of bullying can include:
•
•
•
•
•
•
•
physical assaults
name-calling, sarcasm and racist taunts
threats and gestures
unwanted physical contact
graffiti
stealing or hiding personal items
being ostracised or ignored
Safeguarding and Protecting Children – Slide 33
Typical indicators of abuse include:
• unexplained bruising or injuries
• sexually explicit language/actions
• sudden changes in behaviour
• something a child has said
• a change, observed over a long period of time
The presence of one or more of these indicators does not
necessarily mean that abuse is occurring.
In the first instance, you may wish to raise your concerns with
the child and/or the parents, to establish if there is cause for
concern
Safeguarding and Protecting Children – Slide 34
It is not your responsibility to
decide whether or not a child is
being abused…
…but it is your responsibility to
act if you have any concerns
Safeguarding and Protecting Children – Slide 35
If a child is being abused:
always:
• stay calm – ensure the child is safe and feels safe
• listen to the child
• show and tell the child that you are taking what they say
seriously
• reassure the child and stress that he/she is not to blame
• be honest and explain that you will have to tell someone else to
help with the situation
• make a note of what the child has said as soon as possible after
the event
• involve parents, where appropriate
• maintain confidentiality – only tell others if it will help protect the
child
• tell the designated officer (this may be at a club, leisure centre
or in school)
• follow guidelines (eg NGB, LA or CSP)
never:
• rush into actions that may be inappropriate
• make promises you cannot keep
• take sole responsibility – consult someone else (the person in
charge or the designated officer) so you can begin to protect the
child and gain support for yourself
Safeguarding and Protecting Children – Slide 36
Does the behaviour of a member of staff or volunteer
towards a child/young person raise concerns?
Could the behaviour constitute child abuse and/or poor
practice/breach of code of practice?
If necessary, ensure the immediate safety of the
child (or other children)
Report your concerns to:
the relevant club welfare officerthe organisational lead
the Child Protection Officer
the Line Manager or a
senior colleague
who will decide if the concern constitutes
poor practice?
and/or breach of
organisation’s code of
practice/ethics
Safeguarding and Protecting Children – Slide 37
possible child
abuse?
Poor Practice
and/or breach of organisation’s code of practice/ethics
Relevant organisational disciplinary procedures initiated
Organisational disciplinary investigation undertaken
Possible outcomes:
• No case to answer
• Warrants advice/warning as to future
conduct/sanctions
• Further training/support needed
• Dismissal and referral to PoCA banning list
(to become Children’s Barred list)
Appeals
Appeal procedures should be available to anyone under investigation as
part of any natural justice
Safeguarding and Protecting Children – Slide 38
Possible Child Abuse
Relevant organisational disciplinary
procedures initiated – decision
regarding temporary suspension
pending outcome of any social
services/police investigations and
organisation’s subsequent
disciplinary investigation
Organisational disciplinary
investigation undertaken, informed
by outcome of social
services/police investigation
Concerns referred to social services
Possible outcomes:
•
•
•
•
Threshold for social services/police
investigation not met = referral
back to the organisation for
disciplinary proceedings
Social services/police enquiry
Criminal proceedings
Possible civil proceedings
Possible outcomes:
• No case to answer
• Warrants advice/warning as to future conduct/sanctions
• Further training/support needed
• Dismissal and referral to PoCA banning list (to become
Children’s Barred list)
Safeguarding and Protecting Children – Slide 39
Safeguarding and
Protecting Children
By the end of this workshop, you will be able to:
• identify and recognise good coaching
practice, and the implications for your
coaching
• explore your values and feelings in relation
to child abuse, and recognise their potential
impact on your response
• recognise and respond to the signs and
symptoms of child abuse and poor practice
• take appropriate action, if concerns about a
child arise
Safeguarding and Protecting Children – Slide 40
Where Next?
• For further information on
sports coach UK workshops,
visit www.sportscoachuk.org
• For further information on
safeguarding children, please visit
www.thecpsu.org.uk
Safeguarding and Protecting Children – Slide 41