Transcript All Wales basic safeguarding awareness training

Overview of the day
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Housekeeping
Timings
Respect, comfort, confidentiality, participation
Any issues from today’s training
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Learning outcomes
This training will give the opportunity for participants to:
• Know own role in relation to safeguarding adults and children
and young people from harm, abuse and neglect
• Understand how individuals are protected from harm,
abuse and neglect
• Know how to recognise different types of harm,
abuse and neglect
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Activity 1 - principles
As a group
rank the importance of these
principles in safeguarding and protection
from most to least important
As a group
Be prepared to explain why
you have chosen this order
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Care Council for Wales Code of Practice
for Social Care Workers – key values
• 1.3 Service users’ right to control their lives
and make informed choices
• 1.4 Respecting and maintaining the dignity
and privacy of service user
• 1.6 Respecting diversity and different cultures and values
• 2.1 Being honest and trustworthy
• 2.2 Communicating in an appropriate, open,
accurate and straight forward way
• 2.3 Respecting confidential information
• 2.4 Being reliable and dependable
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Activity 2 - what is acceptable?
Do you think this is abuse?
yes or no
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Activity 3
Individually:
• Write down a short definition of ‘safeguarding’
• Write down a short definition of ‘abuse’
In small groups:
• share your definitions and agree a short definition
of each to feedback
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Safeguarding and promoting welfare
ensuring the
provision of safe
and effective
care
protecting from
maltreatment
preventing
impairment of
health or
development
optimising life
chances and
ensuring
children enter
adulthood
successfully
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Abuse of adults is defined as:
A violation of an individual’s human and civil rights by another
person or persons which results in significant harm.
(In Safe Hands, National Assembly for Wales July 2000)
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Significant harm - adults
• Ill-treatment (including sexual abuse and forms
of ill-treatment that are not physical)
• Impairment of, or an avoidable deterioration in,
physical or mental health
• Impairment of physical, emotional, social or
behavioural development
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Definition of child abuse and neglect
A child is abused or neglected when somebody inflicts harm, or
fails to act to prevent harm. Children may be abused in a family
or in an institutional or community setting, by those known to
them or, more rarely, by a stranger.
(All Wales Child Protection Procedures 2008)
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Significant harm –
children and young people
• Ill treatment or the impairment of health and development
• The effects of sexual, physical, emotional abuse or neglect,
or a combination of different types
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Abuse
• A single or repeated act, or multiple acts
• A lack of appropriate action
• Perpetrated as a result of deliberate intent,
negligence or ignorance
• An act of omission or neglect
• A child or vulnerable adult being persuaded or forced
to enter into a financial or sexual arrangement to which
they have not, or could not, consent
• Can occur in any relationship including professional
relationships with individuals and organisations is an abuse
of trust, including failure to meet a duty of care
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Activity 4 - Group
• From the list of vulnerability factors which of these could
apply to you in the past, now or in the future?
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Increased vulnerability and risk of harm,
abuse and neglect includes:
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Limited or no verbal communication
Lacking capacity and understanding
Unaware of their rights
Low self esteem / self worth
Unable to protect themselves
“Institutionalised”
Living away from home
Institutional poor practice
Violence, drug / alcohol misuse in relationships or family
Disability
Isolated family or individual
Previous abuse has occurred
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Vulnerability factors
More dependence and more isolation equals more risk of abuse
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Categories of abuse
sexual
physical
abuse
emotional
psychological
financial
neglect
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Activity 5
Part 1 - In your group identify indicators for one category of abuse
Part 2
Where might the abuse or harm occur?
Who might carry out the abuse or harm?
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Safeguarding facts:
the national / UK picture
 Add in appropriate facts for the learner group
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The local picture
 Add in local safeguarding information / statistics
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Activity 6
Why do you think abuse is not disclosed?
 By adults who are vulnerable
 By children and young people
 By family and friends
 By staff and volunteers
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Activity 7 Case reviews
 Look at the summary of a real case review
you have been given.
 What do you think would have made a difference
to prevent or stop the harm or abuse?
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Activity 8 – responding to disclosure
Group / s 1 –
key things to do
if some discloses
Group / s 2 –
key things not to do
if some discloses
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Activity 9 –
records
In pairs consider the written record you have been given
and how it could be improved
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Adult specific guidance
 In Safe Hands 2000
 Wales Interim Policy and Procedures for the
Protection of Vulnerable Adults from Abuse 2010
(revised Jan 2013)
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Children and young people
specific legislation and guidance
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United Nations Convention on the Rights of the Child 1989
Children Act 1989 and 2004
Working Together under the Children Act 2004
All Wales Child Protection Procedures 2008
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Additional legislation
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The Public Interest Disclosure Act 1998
Data Protection Act 1998
Human Rights Act 1998
Care Standards Act 2000
Mental Capacity Act 2005
Safeguarding of Vulnerable Groups Act 2006
Mental Health Act revision 2007
Equality Act 2010
Protection of Freedoms Act 2012
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Key agencies include:
 Social Services (local authority) duty to assess and ensure that
needs are met, investigate and to co-ordinate adult and child
protection systems.
 Police - duty to investigate allegations of criminal activity
 CSSIW - notified of referrals in a regulated setting
 You have a responsibility to use established processes and
procedures to challenge and report dangerous, abusive,
discriminatory or exploitive behaviour and practice (Care
Council for Wales Code of Practice for Social Care Workers)
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What role do you play?
Safeguarding
 Work with vulnerable people to enable them to
understand their rights, understand risks and how
they can safeguard themselves
 Work in a way that protects and promotes
the rights and interests of users and carers
 Ensure safe work practices
 Recognise factors of vulnerability
 and taking necessary steps to minimise the risks
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What role do you play?
Protection
 Recognise and report dangerous, abusive,
discriminatory or exploitative behaviour and practice
 Act in response to immediate risk to a vulnerable
person e.g. contacting emergency services
 Recognise signs and symptoms of abuse and report
your concerns
 Take action if concerns are ongoing, e.g. follow whistle
blowing procedures if in place
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Activity 10 - how to report concerns
What should you do if you have concerns that someone is being
harmed, abused or neglected. Who would you report this to?
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Activity 11 - whistleblowing
What actions could you take if you had on-going concerns
about harm, abuse and neglect?
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Whistleblowing what to do:
Make an immediate written record of your concerns
noting all relevant details such as dates, names and times
Check whether your employer has policies and
procedures in place for whistle-blowing and follow them.
Pass on your suspicions to someone with the appropriate
authority and experience
Deal with the matter promptly if you feel that your
concerns are justified
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Whistleblowing what not to do:
Do nothing
Be afraid of raising your concerns. Your employer must
not victimise you if you raise your concerns. Your
employer must treat any matter you raise sensitively
and confidentially
Approach or accuse any individuals directly or try to
investigate the matter yourself
Pass on your suspicions to anyone who does not have
the proper authority
Activity 12 - what if...
consider the scenarios and decide
Is there cause for concern?
Why might you be concerned?
What would you record?
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Activity 13
Action planning
one thing you have learnt today
Action planning
one thing you intend to do to promote
safeguarding in your role and setting
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Essential steps
 Believe that abuse can happen and never ignore a hunch
 Share your concerns with your manager or other appropriate
person
 Do not cover up for others
 Ensure that you know the policies and procedures
 Know the limits of your responsibility
 Report and record your suspicions as soon as possible
 Do not tackle an alleged perpetrator yourself
 Inform the individual of your steps and what the process will be
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Evaluation
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Thank you
Further information from
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