a safe space - girlguiding · a safe space, level 4 - managing concerns, allegations and...

A Safe SpaceLevel 4 – Managing concerns, allegations and disclosuresSession plan (with full guidance)

Safeguarding

2 A Safe Space, Level 4 - Managing concerns, allegations and disclosures – Session plan (with full guidance) (Version 1)

A Safe Space, Level 4 - Managing concerns, allegations and disclosures – Session plan (with full guidance) (Version 1) 3

IntroductionWe have put together ‘A Safe Space, Level 4 - Managing concerns, allegations and disclosures - Session plan (with full guidance)’ to help you run training sessions on safeguarding. Each of the four A Safe Space training sessions can be run (and attended) separately. However, each level builds on the one before, so it’s easier to finish them in order.

Aims and objectives of this trainingThe aim of this training is to develop commissioners’ and trainers’ knowledge, skills and behaviour regarding how to respond to allegations, disclosures and concerns, and managing safeguarding incidents or investigations.

When participants have completed this training, they will be able to:

● Describe the types of safeguarding concerns they may receive and the criteria for assessing them

● Consider the factors and behaviour that may influence people’s (including their own) perception of a potential safeguarding situation

● Identify the ‘people’ challenges and issues they may encounter when managing safeguarding concerns and discuss appropriate ways of working with and supporting volunteers, young people and parents/carers

● Discuss the principles of secondary trauma and identify personal coping strategies and effective support systems they can use within the context of managing safeguarding.


About delivering a training sessionWhat information do I need to deliver this session?This session plan has almost everything you need. We have highlighted the things you have to do and key messages are clearly written for each section.

Are there any handouts?Please have copies of this guide and any other appropriate safeguarding resources available in case participants have not received them before attending the training. You will be able to download this from the training resources area of the website from spring 2018. Or, email the Leadership team [email protected].

How long is the session?It’ll take between three-and-a-half to four hours, depending on the size of the group. If you want to include Icebreakers to help people who haven’t met before, allow extra time.

How should I prepare?You must be up to date on areas of safeguarding that are covered by legislation:

● Check you’re using the latest version of the session plan – it will be on the Girlguiding website in the training resources section

● Read the latest guidance on safeguarding for any relevant guidance on country legislation.

– England – Scotland – Ulster – Cymru

● Make sure you understand our policies and processes regarding safeguarding

● Include contact details for local commissioners and country and regional safeguarding leads in your session, if appropriate.


Try not to use the session as just a ready-made script. It gives you key information, but, like all great teachers, you need to add a little more of your own research:

● Look for more information on the Girlguiding website about any areas you need help with

● Talk to the Safeguarding team at HQ

● Ask your local safeguarding leads for guidance, or even support, during the session

● Find out who’s coming to your group before you teach the session. You can adapt some of the information or activities to suit new or experienced volunteers. And, if you can’t find out about their experience before the session, you can be flexible and modify things during training.

This session plan includes an example training plan, complete with activity instructions and guidance. All the training resources you require are separate – for eaxample, card templates and question sheets – and can be found in the A Safe Space, Level 4 webpage or email [email protected] for help in accessing them. Note: due to their sensitive nature, resources for Level 4 sit on a hidden webpage within the website (accessible by the link above). For some of the activities, there are several methods for trainers to choose from. The trainer’s role is to facilitate the activities, and provide the key messages through the pre- and post-activity discussions.

It’s a good thing to have another trainer or commissioner present (with knowledge of safeguarding in Girlguiding) with you during the training session. They can make sure participants can step out of the training into a safe space, if necessary.

Due to the nature of this training session, the topics lend themselves to activities and discussions. We had a group of 20 to 25 participants in mind when we designed the activities, and you should allow more time for sessions involving bigger groups. Guidance on the suitability of the activity for different groups of participants is provided in the activity instructions. We recommend that you read the guidance carefully before you begin and use the scenarios we have provided. You can write your own scenarios at Level 4, as we want you to consider the best learning opportunities for the group.


We also suggest you can use other scenarios from other A Safe Space levels. However, please be aware if people do the Level 3 and Level 4 close together, this could cause problems for you.

Do I have to stick to the training plan and the aims and objectives? Yes, when delivering A Safe Space Level 4 training, you must keep to the aims and objectives, and design the session from the template session plan provided. They’re designed to match the responsibilities of those who need to attend at each level. You can reorder how you cover the aims and objectives. You’ll find activity instructions and an example training plan in this plan. Plus, all the resources you need are in the training resources of the Girlguiding website, such as scenario templates and question sheets.

Can I add my own exercises to this and use my own materials? Yes, you can add your own exercises or materials and vary delivery by choosing one of the different exercises provided in the training resources.

Do I need a risk assessment?Yes. As with all training sessions you must complete a risk assessment before teaching the session. Consider the needs of your participants and be ready to explain at the beginning of the session any relevant safety information, like fire regulations.

What do I need to do after the session?Continued learningEncourage participants to complete and share the goal-setting activity. Review the new policies and processes concerning ‘Managing concerns about volunteers’.


How do I create a safe space in training?You must make your training session a safe environment for your participants. You will be covering sensitive topics of which they may have personal experience and that may make them feel uncomfortable or upset. So, be clear to them that this is a safe learning environment. You could suggest they take a break whenever they want, but should check in with the trainers.

Continues overleaf

GO updating Ensure whoever updates your GO locally is informed of who attended and what level the training was at.

Certificates of attendance Trainers should ensure participants receive certificates of attendance and that their GO record is updated. These can be found on the Girlguiding website in the resources section and should be printed with the participant’s name and level/s added before being signed by the trainer and given to participants.

Evaluation from trainersTrainers delivering this session are asked to complete a short feedback form on how they think it went and how they found the training resources. Ideally complete the SurveyMonkey version or, if preferred, complete the Word document form and return to Girlguiding HQ. Email it to: [email protected]. The form is on the Girlguiding website in the training resources section.

Evaluation from participants Participants should be encouraged to complete an online SurveyMonkey form either on a smartphone with internet access, or at a later date when they are able to access the internet. The survey link is on a final slide in the PowerPoint for this session and can be jotted down by participants for later use, or they can take a photo of the link. The trainer can also email the survey link to participants following the training.


Don’t avoid topics in the training for fear of upsetting anyone but forewarn some participants about the content if you are concerned.

It’s a good thing to have another trainer or commissioner present (with knowledge of safeguarding in Girlguiding) with you during the training session. They can make sure participants can step out of the training into a safe space, if necessary.

Confidentiality and reporting concernsYou must make sure confidentiality is respected. There will be lots of discussion in the training session, and because of the sensitive nature of some of the topics – it’s important that participants only share general information with the group. Remind your group not to talk about anything in the session that is personal or sensitive (for example, that might lead to a young person or adult being identified). It is not an appropriate forum for discussing personal trauma relating to abuse.

By sharing only general information, participants can still talk about real-life situations and others can learn from their experience. Participants can also talk about what they’ve learned outside of the group later, helping to spread the learning and knowing they are not breaching confidentiality.

The only time you may need to break confidentiality is if a participant shares something of a safeguarding nature, which leads the trainers to believe someone may have been harmed or is at risk of harm. Trainers will deal with this through the appropriate reporting routes.

Trainers should also be prepared for participants to speak to them about concerns they may have, because the training session may make them think about their own experiences differently. However, trainers should remind participants they are not counsellors.

Trainers should be careful not to get drawn into individual cases or circumstances, or to discuss specific issues raised by participants, which should be dealt with using the appropriate process.

Remind participants that they can talk to their commissioner about any concerns raised through the topics covered in this training.

And, if anyone feels they need emotional support as a result of the session, the trainer can direct them to the appropriate agency for this. It is good practice to also inform your commissioner that you are delivering safeguarding training, so they are prepared for any allegations, disclosure or concerns that may arise afterwards.


A Safe Space, Level 4 - Managing concerns, allegations and disclosuresDistrict/division/county/country/region

Any county Date Section Any section

Can members of The Senior Section, such as young leaders, attend?

No Time 3 hours 30 minutes to 4 hours

Expected numbers

20 to 25 (more time will be needed for larger groups)

Copy of information sent to participants seen?

Yes Break time allocated 20-30 minutes Actual numbers

Key person to liaise with Phone number Email address

Title of training session A Safe Space, Level 4 - Managing concerns, allegations and disclosures – Guidance for commissioners.

Facilities available Unit meeting place or training room, Anytown.

Tables and chairs can be arranged in different ways. Enough space to hold up to 25 participants.

Toilet facilities on site, including accessible facilities.

Additional needs When collecting information on participants, consider their physical needs, including any audio or visual needs, age, language, reading ability and volunteer roles. This will allow you to tailor the session and arrange the venue in an accessible way.

Things that training organiser has asked to be covered

Where possible, relate local contacts to the relevant procedures and support, or tell participants where to find them.

Budget for session Confirm the budget for the session.


Aim To develop commissioners’ and trainers’ knowledge, skills and behaviour in how to respond to allegations, disclosures and concerns, and managing safeguarding incidents or investigations.

Objectives 1. Discuss the types of safeguarding concerns they may receive and the criteria for assessing them.2. Consider the factors and behaviours that may influence people’s (including their own) perception of a potential

safeguarding situation. 3. Identify the ‘people’ challenges and issues they may encounter when managing safeguarding concerns and

discuss appropriate ways of working with, and supporting, volunteers, young people and parents/carers.4. Discuss the principles of secondary trauma and identify personal coping strategies and effective support systems

they can use within the context of managing safeguarding.

Outcomes When participants have completed this training, they will be able to explain Girlguiding’s policy and process, and a commissioner’s roles and responsibilities when responding to, and managing:

a. Allegations, disclosures and concernsb. Safeguarding incidents.

Participants will know the criteria for assessing safeguarding concerns and be able to identify if, and when, a complaint or concern becomes a safeguarding concern. They will be able to identify appropriate ways to work with and support volunteers, young people and parents/carers when dealing with a safeguarding concern, incident or investigation; understand the principles of secondary trauma, and be able to identify personal coping strategies and effective support systems they can use within the context of managing safeguarding.

The Managing concerns about adult volunteers – Commissioner guidance booklet that supports this workshop, should also be read to supplement guidance around managing a concern and complaint, and provides a useful framework for commissioners to refer to when managing volunteer behaviour.

Equipment needed

Training box Yes Mobile phone Yes Bin bags Yes/No

Flip chart Yes Flip chart stand Yes Refreshments Yes/No

Section resource box Yes/No Music Yes/No Risk assessment Yes

First aid kit Yes Extension lead Yes/No Poster displays Yes

Laptop and projector Yes USB stick, etc Yes Leadership qualification/other qualification

Yes/No


Example training plan (see each session plan for key messages and full instructions on activities)

Time (mins)

Activity Training method

Resources needed Objective number met

Comments

10–15 Welcome/introduction • Aims and objectives of

the session • Introductions • Learning agreement • Expectations

Talk • Presentation slides N/A The training covers sensitive topics which may make participants feel uncomfortable or upset. Trainers should explain this and agree ways of working that will help create a supportive learning environment, and what to do if a participant wants further support.

15 Assessing safeguarding concernsRemind participants of the four safeguarding steps (be alert, question behaviours, seek advice, refer).Explain the criteria for assessing whether an allegation, disclosure or concern relates to safeguarding.

Talk and discuss

• Presentation slides

• Flip chart paper and pens

• The quiz from Level 1 (optional if recently completed their Level 3)

• If covering you may want the following: Keeping yourself safe,

What if..? resource from Level 3 (Appendix 2), Volunteer Code of Conduct (Appendix 1)

1 Encourage participants to say what they would like to get out of the session and discuss the practicalities of their role and responsibilities. Discuss links to the A Safe Space Levels 1-3 training to put this Level 4 training in context: • Code of Conduct in Level 1 • Keeping yourself safe in Level 2 • Re visit the ‘What If..? process in

Level 3.They should be able to do this, but you may want to spend 5-10 minutes just doing the quiz from Level 1 as an icebreaker.

Table continues overleaf


Time (mins)


Resources needed

Objective number met

Comments

20–30 Assessing safeguarding concerns (continued)‘Assessing concerns’ activity.

Come back together to discuss key points and answer any questions.

Remind participants of the steps to take and where to go for further advice and support about a potential safeguarding concern.

When does poor practice become a safeguarding concern?

Activity

Talk


• Assessing concerns activity handouts

• Scenarios in Concerns reources sheet using only the concerns that will support the discussion around poor practice and safeguarding

• Pens and paper

1

2

The purpose of this activity is to enable participants to carry out a basic assessment to determine if an allegation, disclosure or concern is a safeguarding matter.Participants will be presented with scenarios and be asked questions to help them to assess if the scenario presents them with a safeguarding concern, while also considering the bigger picture and the factors that may influence their interpretation of the scenario. The questions include: • What do you think is happening here? • Has someone been harmed, or are they at risk

of harm? • Who is involved and what are their vulnerabilities? • What other information might we like to know? • Are there any cultural or social perspectives that

might influence the situation?The choices for the activity are: • Group activity 1. Split into groups and allow

participants to discuss each scenario and write answers in groups.

• Group activity 2. Split into groups and allow participants to discuss one scenario each, which they will then present back to the wider group.

• Posters. Print out a large copy of each scenario and attached to the wall. Groups move around the room (five minutes on each) and add their comments to each question, so they are building on the previous groups’ work.

Summarise this activity by encouraging a discussion in groups around ‘When does poor practice become a safeguarding concern?’.



Time (mins)


Resources needed


Comments

5–10 UpdateWorking Together - Managing information.

Talk and discuss


• Website down load resource What is this?

• Handout Managing concerns about adult volunteers – Commissioner guidance booklet

N/A

The purpose of this section is to ensure that participants understand their role and responsibilities in terms of: Managing information - Policy and procedures? Currently, the slides contain the key aspects of consideration under the current legislation. These will be enhanced as and when the new guidance comes in.

Break 20 – 30 minutes60 Managing people

Explain the importance of good leadership during safeguarding incidents, and the potential challenges and issues they may be faced with when managing people

‘Managing people’ activities • What does a good leader look

like? • What does a good leader look

like when managing a concern?


Activity

Facilitated discussion


• Goal-setting form

2

3

3

The purpose of this activity is for participants to consider the people challenges and issues that may arise when managing a concern or investigation.

A facilitative approach is needed.

1. Ask each group to draw a picture of a person and then get them to think about what makes a good leader in terms of skills and attributes.

2. Ask them now to think about what a good leader may look like when managing a concern, in terms of skills and behaviours.

As a whole group think about what skills they may have and to reflect individually on areas they may like to develop (record on goal-setting form).


Time (mins)


Resources needed


Comments

60 Managing people (continued)Outline the sources of specialist support for adults, young people and families (for example, Lucy Faithful)

Explain the importance of good leadership during safeguarding incidents, and the potential challenges and issues they may be faced with when managing people.

‘Managing people’ activities • My baggage


Activity

Facilitated discussion

• Goal setting form

• Volunteer Code of Conduct (Appendix 1 or from Level 1 resources)

2

3

3

Activity around managing difficult behaviour. Ask delegates to think about what behaviour they find difficult and challenging. Now ask them to write down this behaviour and then discuss in small groups.

3. Using a flip chart draw three mounds or small hills on the paper, then draw a stick person on the top of each one. All three mounds should be a different height.

Explain that each person is totally unique and is made up of complex interactions, such as their life experiences, culture, faith, education etc. Ask the group to shout out other ‘things’ that make us who we are and record them on the flip chart within the mound.

Now, return to the stick figures and explain that we all interact within communities from different starting points and what makes us good at managing behaviours is when we can see how we are influenced by who we are and what has ‘made us’ who we are.

4. Now, discuss Batari’s Box in terms of behaviours and how they may affect how situations can escalate or be managed.

Batari’s Box is a model that helps us understand the impact that our own attitudes and behaviours have on the attitudes and behaviours of the people around us.

5. Setting expectations and dealing with emotions in a situation is very important. Get people to think back to the scenarios they gave at the beginning of the session. What made these behaviours difficult for them?

Ask delegates to pair up and together write what they consider to be difficult behaviours.

Option1: Ask people to work in pairs and discuss each other’s difficult behaviour. Then look for solutions.

Option 2: As above, then shuffle all the groups and get them to do the same as Option 1.

Group discussion.


Time (mins)


Resources needed


Comments

10–20 Compliance and managing honest conversations Responding to concerns activity

Talk

Activity

• Sanctions sheet

• Managing concerns about adult volunteers – Commissioner guidance booklet

• Managing people scenarios

• Concerns resource sheet

1

2

This discussion and activity is to discuss the new ‘Managing concerns about adult volunteers’ policy and procedure.

Discuss the sanctions options in groups, reflecting on some of the scenarios above, asking people to decide what sanctions they would consider: why and what behaviour might they expect to manage?

Introduce the potentially sensitive area of historical concerns, allegations and disclosures and how to respond if they are raised.

Reference the Managing concerns about adult volunteers – Commissioner guidance booklet and go through the key aspects, that is, what happens when a call comes through and how does Safeguarding work with Compliance and the Complaints teams.



Time (mins)


Resources needed


Comments

20–30 Keeping yourself safeExplain the principles of secondary trauma and the potential impact that managing safeguarding cases may have on individuals.

‘Coping strategies’ activity.

Come back together to discuss key points and answer any questions, and remind participants about the importance of keeping safe.

Outline the sources of support for them and the importance of seeking help when they need it.

Talk

Activity


• Any scenario from Level 3 or Level 4, or develop your own


• Managing people answer sheet

• Traffic light goals form

• Pens and paper

N/A The purpose of this activity is for participants to identify personal coping strategies and support systems they can use within the context of managing safeguarding incidents or investigations. The activity can be completed as an individual reflection, or in small groups.Ask participants to consider the following questions:1. If you were advising another commissioner, what

are the key messages you would give them about keeping themselves safe?

2. How do you recognise when you may be getting stressed?

3. What are your coping strategies? 4. What is a supporting person?

Hand out the Traffic light sheets and ask people to write down individual things they want to stop doing, things to keep on doing, and things to start doing.

10 Summary and closeReminder of the key messages, where to go for further information, ending on the positives of guiding.

Ask participants to complete the survey (on SurveyMonkey) if they have Wi-Fi and a smartphone, or take away the link to do later.

Talk


• Attendance certificates (can be downloaded and printed from the website)

N/A Encourage open discussion, and please feedback any negative observations to the Safeguarding team as we are keen to learn and develop our service. Equally, compliments are good, too.Thank you.


Section 1. Welcome and introduction

1. Welcome Welcome participants, outline the housekeeping information and introduce yourself and any other trainers or adult volunteers supporting you. Ask participants to introduce themselves. This may include where they are from and what they do in Girlguiding.

2. Aims and objectives Present a short overview of the content of the training, including the objectives and the ways of working.

The aim of the training is to develop commissioners’ and trainers’ knowledge, skills and behaviour about how to respond to allegations, disclosures and concerns, and managing safeguarding incidents or investigations.

The overall objectives of the training are to:

● Describe the types of safeguarding concerns they may receive and the criteria for assessing them

● Consider the factors and behaviour that may influence people’s (including their own) perception of a potential safeguarding situation

Duration 10–15 minutes

Resources• Presentation

slides • Flip chart paper

and pens• Sticky notes

Session objectives By the end of this session, trainers will have:• Introduced themselves and participants to one another• Explained what the training will cover• Agreed ways of working that will help create a supportive learning environment• Supported participants to share their expectations of the training.


● Identify the ‘people’ challenges and issues they may encounter when managing safeguarding concerns and discuss appropriate ways of working with, and supporting volunteers, young people and parents/carers

● Discuss the principles of secondary trauma and identify personal coping strategies and effective support systems they can use within the context of managing safeguarding.

Note: Most of the sessions include activities, which means participants will be actively doing things rather than just listening to the trainer.

3. Creating a safe space Emphasise that safeguarding can be an emotive subject. Participants may have personal experience of it or it may make them feel uncomfortable or upset. The training is not designed to shock or surprise them, but to make them aware of their responsibilities and how to make guiding safe.

Ask participants to agree ways of working throughout the session. It is important to agree a supportive learning environment, rooted in our promise and values, which respects and listens to all our voices. We will respect, listen and show understanding to each other and ourselves. We will be good role models and encourage participation from those around us. If we feel uncomfortable, worried or upset about anything, we will look after ourselves and, if appropriate, take a break, or seek support from others. The training team provides help and support if needed, although participants should remember that they are not counsellors.

Any stories or experiences shared should remain general. Participants must not share anything that is personal or sensitive (for example, that might lead to a young person or adult being identified). The training session is not an appropriate forum for discussing personal trauma relating to abuse. By sharing general information, they can talk about real-life situations and others can learn from their experience. If they share something of a safeguarding nature, which leads the trainers to believe someone may have been harmed or is at risk of harm, this will need to be dealt with through the appropriate reporting procedure.

If there is a specific issue participants are concerned about, it is best not to share this in the wider group. We would normally ask them to share any concerns with their commissioner, but they are welcome to talk to one of the training team after the training sessions if they have any questions.


If anyone needs further support after the training, they should speak with their local commissioner or one of the training team who will help them find the appropriate people or places.

4. Expectations Give each participant some sticky notes. Ask participants what they are hoping to get out of the training. Are there any worries or questions they have that they hope the training will answer? After five minutes, ask participants to stick their notes on the wall and explain how you will come back to these at the end of the training. These sticky notes will help you to understand the expectations of participants and ensure, if the training does not cover a topic, this can be followed up after the training.

Learning outcomesBy the end of this session, participants will be able to: • State the reason for attending this training session • Feel safe and supported during the session and know where to go for further help and advice.


Section 2: Assessing safeguarding concerns

1. Safeguarding concerns Ask participants what kind of safeguarding concerns they might receive and write them on a flip chart so you can see the breadth of their understanding about potential safeguarding concerns, or write on cards and share.


slides• Assessing

concerns and complaints scenarios

• Flip chart• Paper and

pens• Managing

concerns about adult volunteers – Commissioner guidance booklet

• Working together

Session objectives By the end of this session, trainers will have: • Discussed the types of

safeguarding concerns commissioners may receive

• Covered the criteria for assessing safeguarding concerns

• Identified if Girlguiding scenarios are safeguarding concerns

• Considered the factors that may influence people’s (including their own) perception of a situation

• Explained the steps to take and where to go for further advice and support about a potential safeguarding concern.

Key messages

• As a commissioner, people will report concerns about young people or adults to you as part of the reporting procedures. Being able to identify and respond to safeguarding concerns is therefore an important element of your role.

• It is important that you take all safeguarding concerns reported to you seriously. This creates a culture of trust and empowers individuals to speak out if they have a concern.

• When you are assessing concerns and what actions to take, you sometimes need to view, from different perspectives to build up the bigger picture of what is really going on.

• When considering what actions, you should take, you should also remember that you are not alone. You should you should seek help and support in deciding what the next steps should be, and on passing on information appropriately.

• If you continue to receive complaints about a person or a unit who is displaying unsafe behaviours or practices, deal with the complaint and then seek advice from the Safeguarding team to decide whether it is also a safeguarding concern.

Duration 40-50 minutes


2.Remind participants of the four safeguarding steps and primary actions This process tells volunteers what action they must take if they receive a disclosure or allegation, or if they have concerns about abuse or harm.

As a commissioner, volunteers will report concerns to them about young people or adults as part of safeguarding reporting procedures. That’s why commissioners play an important role in the process. However, they may also identify concerns through the people and activities they manage. It is important that they take all safeguarding concerns reported to them seriously. This creates a culture of trust and empowers individuals to speak out if they have a concern. They need to encourage adults and young people to be confident to report concerns, but they also need to make sure they follow the reporting procedures promptly. Not following the reporting procedures may have an impact on the welfare of a young person or a vulnerable adult, and result in harm.

Complaint or concern? Identifying concerns isn’t always as straightforward as identifying abusive actions or situations, or responding to allegations that an individual has harmed a child or placed a child at risk. There are several different signs that can indicate an underlying concern. These signs don’t all necessarily mean that someone has been harmed, but if seen or reported more than once, they might highlight that a unit is poorly managed and that young people aren’t getting the guiding they deserve. This may lead to unsafe situations or increase the potential risk of harm.

ComplaintsA complaint is an expression of concern or dissatisfaction about any aspect of Girlguiding that does not fall into the remit of safeguarding. All complaints require investigating, requiring someone to explore the situation on behalf of the complainant and respond. It is important to deal with complaints, especially if they are about a person’s behaviour, as they can escalate into safeguarding concerns if they are not addressed and managed early on.


3. Assessing safeguarding concernsWhen commissioners are assessing concerns and what actions to take, they sometimes need to view things from different perspectives and think about what evidence they have, what they don’t have, and what assumptions they might be making. This builds up the bigger picture of what is really going on. Anyone who has managed small or large incidents will know that it doesn’t always follow the text book. That is why it’s important to develop the skills and abilities to risk assess the situation, and be clear about what the roles and responsibilities are, and the tools and structures that support it. When considering what actions they should take, they should also remember they are not alone, and they should seek help and support in deciding what the next steps should be, and passing on information appropriately. The Safeguarding team can help.

Commissioners should ask the following questions, when receiving a concern:

● Has a person been harmed in any way, or is the person at risk of harm if I don’t take any action?

● Am I seeing a sign or indicator that suggests the person may be being abused?

● Is the person a representative of Girlguiding, whose actions breach the Volunteer Code of Conduct and there is a concern that another member is, or could be at risk of, being harmed by them?

● Has something happened that makes you think the person is particularly vulnerable, and could use professional support or assistance?

If the answer is yes to any of these questions, then the concern is a safeguarding matter.

Safeguarding criteriaThe criteria for assessing a safeguarding concern focuses on harm or risk of harm:

● Has someone been harmed?

● Is someone at risk of harm?

● Are a person’s actions putting others at a serious risk of harm?

● Is there a suspicion that the person is being abused?

● Is this a vulnerable person who needs professional help?


4.‘Assessing concerns’ activityThe purpose of this activity is to enable participants to carry out a basic assessment to determine if an allegation, disclosure or concern is a safeguarding matter. Participants will be presented with a scenario and be asked questions to help them to assess if the scenario presents them with a complaint or a safeguarding concern, while also considering the bigger picture and the factors that may influence their interpretation of the scenario.

The questions include:

● What do you think is happening here?

● Has someone been harmed, or are they at risk of harm?

● Who is involved and what are their vulnerabilities?

● What other information might we like to know?

● Are there any cultural or social perspectives that might influence the situation?

● Is this a complaint or safeguarding matter?

● What, if any, immediate action is needed?

Group activityYou will need a person on each table to act as a facilitator for this activity. Split into three groups and allow participants to discuss each scenario, part by part, and write answers in groups. If you have a larger group, each scenario can be given to two groups. After ten minutes, ask the groups with the same scenario to join together to share and compare their answers, so they can learn from each other. At the end of the activity the facilitator should summarise the key messages from each of the scenarios. This activity is only suitable if you have people prepared to facilitate for each group. It is a good option if you do not have time to feed back as a whole group, and participants will feel safer discussing in smaller groups, rather than a larger one.

Continues overleaf


5. Debrief Thank participants for their answers and answer any outstanding questions. Explain that dealing with concerns is not always simple, which is why we should always seek advice and support. In our initial assessments, we are always looking for vulnerability, harm and the risk of harm.

Highlight some of the following points:

● Continual complaints. If they, as a commissioner, continue to receive complaints about a person or a unit that is displaying unsafe behaviours or practices, they should deal with the complaint, then seek advice from the Safeguarding team to decide whether this is now a potential safeguarding concern.

● Grooming behaviours. These concerns could be about grooming behaviour, with individuals creating a space where a child can be abused by blurring boundaries and normalising poor practice. People who want to sexually abuse young people often go to extraordinary lengths to manipulate people. They make themselves indispensable and build their relationships within an organisation or family unit. This can lead to people not believing allegations against them or failing to report concerns, as they cannot believe anything untoward is taking place. They not only need access to young people, but also the opportunity and to avoid detection.

● Friend reporting. There will be times when a young person discloses that something is happening to them, or a friend or parent/carer of a young person will report a concern. It is important that these concerns are treated seriously and are reported. Often, children will tell their concerns to a friend as they know they will pass this on to someone who will help.

● Safety of other children. Girlguiding wants to support individual members, and will try to enable them to stay in guiding. However, there will be times when the behaviour of an adult or child, puts other girls’ safety or wellbeing at risk, and this will take precedent over the individual.

● Using safeguarding to get a complaint heard. On occasion, you may receive a complaint ‘disguised’ as a safeguarding concern, because an individual is unhappy with someone, or feels their complaint has not been dealt with. Therefore, it is important to seek help and assess what you know about the situation before acting.


● Bullying behaviours. Girlguiding needs to take a proactive approach to dealing with bullying behaviours as soon as they are seen, and no one in guiding should accept bullying. Bullying among adults must be treated seriously, as this is a breach of the Volunteer Code of Conduct, and could be used to manipulate an environment to abuse young people. In most instances, commissioners should deal with this behaviour and keep a record. However, if an individual has been harmed or the behaviour continues, the Safeguarding team should be informed.

● Relationships with parents/carers. Relationships with parents are crucial when supporting young people and dealing with any complaint or concern. Sometimes, parents will be angry, and we need to see behind their behaviour to understand why they are behaving in this way. It is a natural response to want to protect your child. Where possible, meet with parents face-to-face to deal with any concerns, preferably at the meeting place or somewhere that is ‘neutral’ territory, so everyone feels safe. Try not to invite them to your home, or visit their home, unless absolutely necessary.

6. Looking at the bigger picture and being aware of other influences When assessing concerns, it’s easy to make assumptions based on our knowledge or experience, or the relationships we have with the people involved. This can stop us making an objective decision on what to do next. Therefore, it is important to pass concerns to the Safeguarding team to maintain a consistent approach and to recognise when issues are beyond your control. Influences may include:

● ‘Challenging’ individuals. On occasions, an adult might question whether a person is telling the truth, especially if they are perceived to be ‘naughty’ or challenging in their behaviour. Challenging behaviour is often a way for a child, or an adult, to communicate that something is not right in their life, so it is important to talk to the individual and find out the cause for the behaviour, to act and record the incidents and actions. If the behaviour is regular, and the reason for it is unclear, it may be a sign of harm or abuse, so seek advice from the Safeguarding team.

Continues overleaf


● Someone you know. Sometimes, commissioners may find it difficult to know whether a concern needs to be passed on, especially where they know and trust an individual involved. But, remember it’s their responsibility to appropriately report safeguarding concerns, no matter how insignificant it may seem. And, if the concern presents a conflict of interest for them, ask someone else to deal with it.

● Person has left guiding. In some cases, they may receive reports related to an individual who has left Girlguiding and no longer poses a risk in Girlguiding. Any safeguarding concerns, even if the individual has left, should be reported, as we may have a duty to report these to statutory authorities.

● Socio-cultural perspectives. We all carry unconscious bias and prejudices based on our knowledge and experience, for example, people from a ‘certain neighbourhood’ are troublemakers. Addressing and giving voice to these assumptions when making initial assessments helps to make a more objective assessment.

● Personal experience. We may have personal experience of the issue, which could make it easier, or harder, for us to deal with, clouding our objective decision-making. This is why you should talk to the Safeguarding team or our Safeguarding lead volunteer, to sense-check any actions taken.

7. Further guidance when assessing concernsRemind participants they are not alone, and they should seek help and support in deciding what the next steps should be, and passing on information appropriately. The Safeguarding team is available and should be consulted whenever they are unsure what to do next.

Learning outcomesBy the end of this section, participants will be able to:• Explain the criteria for assessing safeguarding concerns• Identify when a complaint or concern becomes a safeguarding matter• Describe the factors that influence the perceptions and a safeguarding situation• Know what to do and where to go for further advice and support about a potential safeguarding concern.


8. Working together: managing information Girlguiding conforms to the requirements of the Data Protection Act 1998 (from May 2018 reference will be given to General Data Protection Regulations [GDPR]) when processing personal data on its membership systems. It is the policy of Girlguiding that ‘all personal information will be used for guiding purposes and will not be shared outside the organisation without consent, except in certain circumstances as required by law or a regulatory requirement or sharing or in order to safeguard a child.’

● What do we mean by data? ‘Personal data’ is any pieces of information that can be used to identify a specific (living) person. for example, a name, address, number, etc. There is also a second category called ‘sensitive data’. This includes information considered more private and is expected to be treated with more care and sensitivity.

● Four Golden rules of data protection:

1. Always keep data in Girlguiding’s membership systems. These are designed to help them keep data safe. The systems hold all personal and sensitive data on our members in one safe and secure place. When you are using the membership systems, always remember to log out when you have finished and if you leave your computer, even for a minute, you must lock it. Choose a strong password for the membership systems. Pick a word or phrase that is at least eight characters long and that you can remember easily. Use a combination of lower- and upper-case letters, a number and a symbol, for example, T0mJ0ne$. If you need to write down your password, keep it somewhere safe. Remember to change it regularly.

2. Always keep member data up to date. Information changes all the time. People move to a new house, change their phone numbers or develop new health needs, so we need to make sure we keep the records on the membership systems updated. Not keeping data up to date has real-life consequences. If a young member is taken ill at a unit meeting, you won’t be able to contact their parents if you don’t have their latest contact details.


3. Avoid downloading or printing personal data whenever possible. Use the Girlguiding membership system to look up information as you need it. When printing information for a guiding purpose, for eaxmaple, weekly attendance lists, or weekly subs payments or achievement monitoring for interest badges, try to use the minimum amount of personal information possible, use just a first name and a membership number. A little preparation can keep data safe.

4. Stop and think before sharing data. Data stored on our membership systems can only be used for guiding purposes. You must not share data on Girlguiding members with anyone outside the organisation unless it is to support a guiding activity. If you are unsure about whether you should share data or you need to share data outside Europe, contact the Data Protection team at dataprotection@[email protected]. GDPR volunteer learning and development resources will be available by the end of 2018.

● What do we do if we lose data or send it to the wrong person? If you lose a contact list or send information to the wrong person, which includes personal data, firstly, don’t panic, try to recover it. Secondly, tell the Data Protection team at Girlguiding HQ about it. Unless we know, we can’t be there to offer help and advice.

Note: From May 2018, new legislation will be applied to Girlguiding, which may change some of the way we do things, especially around retention, storage and how we share information. Please check you are using the current information by contacting your country or region office.

● What happens when I change my role in Girlguiding or leave? Give all records that you are required to keep to the commissioner in your area. This means when people leave a unit or there is a change in role, the commissioner is the person who holds the information and then gives the next incumbent any relevant information.


In terms of safeguarding, all records should be handed in, including notes of conversations, etc, that you may have had as the incident has occurred. However, if you have been in post for a while, you may have a file of information of incidents, concerns etc. This is now the time to hand these in.

See additional guidance in the Managing concerns about adult volunteers – Commissioner guidance booklet found on the hidden Level 4 webpage.


Section 3: Managing people

1. Explain the importance of good leadership during safeguarding incidents Good leadership is required locally to support and focus on safeguarding young people and developing a proactive response, especially when there are safeguarding incidents. During and after an incident, the commissioner will manage the support and direction for others in local Girlguiding to help them deal with the effects the situation may have caused. Therefore, it is important to think about the impact and consequences of safeguarding concerns on other people, as well as the procedures for responding to concerns.


Resources• Assessing

concerns/ complaints scenarios

• Traffic light goal forms

• Sticky notes• Volunteer Code

of Conduct (Appendix 1 or from A Safe Space, Level 1 resources

Session objectives By the end of this session, trainers will have:• Helped participants to

consider the ‘people’ challenges and issues they may encounter when managing safeguarding concerns.

• Discussed appropriate ways of working with members, young people and parents/carers

• Identified sources of specialist support for members, young people and parents/carers.

Key messages• Good leadership is required locally to support and

focus on safeguarding young people and developing a proactive response, especially when there are safeguarding incidents.

• During and after an incident, your role as commissioner will be to manage the support and direction for others in local guiding to help them deal with the effects the situation may have caused.

• You play an important role in setting expectations. You will help people understand what will happen, and manage emotions and attitudes, especially when there is confidential information that cannot be shared.

• There may be occasions where you feel that you are not the right person to manage a concern because of your own personal relationships or experiences, or because of the nature of the concern. You can ask for help and support from your team, or the Safeguarding team, at any time.


Setting expectations and dealing with emotions. This will include setting expectations, so people understand what will happen, and managing emotions and attitudes, especially when there is confidential information that cannot be shared. They are likely to experience some of the following challenges, and, in some cases, may need to help others to deal with them:

● Rumours or gossip related to the incident.

● Guilt or blame from other members, young people, or parents/carers.

● Anger or disbelief.

They may also need to provide support in dealing with the effects of the incident, including:

● On individuals involved directly or indirectly (for example, the individuals who reported the concern feeling vulnerable)

● On local guiding – especially if roles need to be filled while an adult is suspended or units need to be closed.

A key response in most situations for the commissioner to say is: ‘I can’t discuss the case, but can confirm it is being dealt with in line with Girlguiding procedures’.

Continues overleaf

Activity Divide into smaller groups, then ask the group to draw an image of a commissioner.

Now, ask them to identify the skills and attributes required to be a good commissioner.

Ask them to feedback onto a master image you have made on the flip chart paper. Now, ask them to call out skills and attributes needed to manage a concern - circle the same responses to highlight them.

Now, ask the group to reflect on the flip chart paper, making the point that if you are a commissioner you already have many of the skills and attributes required to manage a concern, and, that if there are areas you need development on, you should record, on the traffic light handout or discuss, with your country or region chief.


Activity Ask people to write on sticky notes a behaviour they personally feel challenged by.

Ask them to discuss this with their neighbour. After five minutes, pass the sticky note on to another pair and ask them to provide advice on how to deal with this behaviour.

This reinforces two key points, the need to:

a) discuss and share your concerns with a colleague – this will enable you to provide a more grounded response

b) recognise your own behaviour and its potential role in escalating situations

Looking at all perspectives. When dealing with challenging situations, try to see the perspective of the other people involved. This may help to anticipate problems that might arise and plan strategies to resolve them. It is important to manage the expectations of everyone. The thought of challenging conversations should not prevent you from making the right decisions. Conflict cannot be ignored and addressing issues early can help to prevent further escalation.

Supporting local guiding. It’s likely you will be contacted by volunteers and parents locally, so you need to help adults to understand what will happen next, and how they should manage emotions and attitudes – especially when confidential information can’t be shared.


2. ‘Managing people’ activity The purpose of this activity is for participants to consider the people challenges and issues that may arise when managing a safeguarding incident or investigation, while understanding how information may continue to be reported to them, after the initial concern.

Using ‘Managing people scenarios’ and ones that you have developed using the template in ‘Managing people – discussion guidance’ ask the group to think about how they would manage the situation using the questions below.

You could also use resources ‘Assessing concerns/complaints scenarios’ and ‘Assessing concerns/complaints scenarios discussion guidance’, and remember to use all four parts of each case study.

Provide each group with the handout asking them to choose a scenario and consider the following questions:

● Who is affected by this situation? (For example, leaders, young people, parents/carers.)

● How do you think those affected are reacting or will react? (For example, are there any attitudes or emotions that you may have to be aware of?)

● Will this situation impact local guiding? (For example, will there be consequences for adults or young people?)

● What information do you need to share/ And, who needs to know what?

● Is additional support needed? If so, what, and who, needs it?

● What are you going to do or say?

‘Managing people – discussion guidance’ can be used as a support when managing a concern to help people think about all aspects of support.


3. Debrief Bring the groups back together, answer any questions and ask them what the challenges were for each of their case studies. In some of the scenarios, they probably recognised common reactions from people locally, especially if they have already been involved in managing safeguarding concerns. Highlight some of the following points:

● Managing emotions. As well as supporting someone who has been harmed, they may also have to consider the reactions, and emotions that those around the individual may be feeling. This could be the person who received the concern, or other leaders. They may be upset, or feel guilty they didn’t recognise something was wrong before, or feel anxious that they didn’t report a similar concern they had. They may also be angry or disbelieve what they have been told. It is important we give people a chance to express their emotions, but also support them in moving forward.

● Normalising behaviour. In some situations, leaders or families may have normalised behaviours which would not be acceptable. It is important to address this, but be mindful they may have been manipulated into thinking it was OK.

● Don’t forget what girls may be feeling. Sometimes, we forget the impact that an incident may have on other girls. It is important to be mindful of their emotions, and what and how we communicate actions in an appropriate way with them, and what support we may need to give.

● Family relationships and close communities. Close communities and family relationships are an important part of guiding. When incidents happen, this can feel like a big family disagreement, and boundaries can be blurred as people take sides. As a commissioner, you will need to support all volunteers to manage these dynamics and the conflict it may cause.

● Guiding will fall apart. People will say that the unit will close without an individual, especially if there are concerns about their behaviour. In most instances, this does not happen, as others step in to help, sometimes because the individual was stopping people getting involved in the first place. In some circumstances, the unit closing is the safe thing to do, to ensure we do not risk the safety and wellbeing of anyone else.


4. Addressing issues of aggression, non-compliance or disguised compliance.Sometimes volunteers, young people and families will find dealing with a safeguarding incident or complaint difficult, and they may have to deal with behaviour that is not helping them in resolving the concerns or managing the incident.

Hostile and threatening behaviourBehaviour that produces damaging effects, physically or emotionally, in other people. This might be because of their own experiences or just because they cannot make sense of what has happened. It is common when dealing with child protection enquiries to meet some hostility and anger.

Non-compliant behaviour Involves proactively sabotaging efforts to bring about change or, alternatively, passively disengaging. This may be because they feel complicit in what has happened or angry they did not act. It can be difficult when maintaining confidentiality to give people enough information to help them understand, so you may need to remind members of the Volunteer Code of Conduct.

Disguised compliance Involves people not admitting to their lack of commitment to change, but working subversively to undermine the process. Individuals may agree with what is said, but put little effort into making any changes work, or only engage in some of the actions. They may also form small groups of opposition with others or report things that conflict with the original incident.

What should you do? Try to understand the reasons for the person’s behaviour. Are there other possibilities besides the obvious? Could their behaviour have been a reaction to something someone did or said, rather than to do with the incident? Have they understood the situation. And, do they understand what they are being asked to do and why it is required of them? Do they need someone else to support and help them understand?

Good clear communication is important. Establish a rapport and acknowledge they may see things differently. It is important to confront inappropriate attitudes, recognise resistance and voice it to prevent collusion or avoidance. Help individuals to explore ways of learning to cope with their emotions, but be aware that if they start to pose a risk to others, you will need to act.

Continues overleaf


Activity – My baggageUsing a flip chart draw three mounds or small hills on the paper, then draw a stick person on the top of each one. All three mounds should be a different height (like in the drawing below).

Explain that each person is totally unique and is made up of complex interactions, such as their life experiences, culture, faith, education, etc. Ask the group to shout out other ‘things’ that make us who we are and record them on the flip chart within the mound.

Now, return to the stick figures and explain that we all interact within communities from different starting points. And, what makes us good at managing behaviours is when we can see how we are influenced by who we are and what has ‘made us’ who we are.


Talk through the Batari’s Box, exploring the impact between yourself and the other person. Now, take some of the scenarios that were given in the beginning, or any of the case studies you have been using. Or, ask them to think about a situation where things have been ‘difficult’ and get them in groups to think about their role in the scenario.

This is also a good time to revisit some of the earlier work in Level 2 around recognising when you need help and risk assess (dynamic) a situation.

My attitude

Your behaviour

My behaviour

Your attitude

affects affects

affectsaffects


5. Ask for help There may be occasions where you feel that you are not the right person to manage a concern because of your own personal relationships or experiences, or because of the nature of the concern. Remember, you’re not alone in supporting the local area. You can ask for help and support from the Safeguarding team at any time.

6. Further help and support Remind participants of the steps to take, and where to go, for further advice and support about a potential safeguarding concern. Remind them that members and parents/carers can find more support from the following places:

● Lucy Faithfull Foundation lucyfaithfull.org.uk

● Health Assured (Girlguiding’s Employee Assistance Programme) www.healthassured.org/employee-wellbeing

● Samaritans samaritans.org/how-we-can-help-you

● Rape Crisis rapecrisis.org.uk

● NAPAC napac.org.uk

● Victim Support victimsupport.org.uk

● Childline childline.org.uk

● NSPCC nspcc.org.uk

Learning outcomesBy the end of this session, participants will be able to: • Identify appropriate ways to work with, and support, volunteers, young people and parents/carers when dealing

with a safeguarding concern, incident or investigation • Recognise their role in addressing issues of aggression, non-compliance or disguised compliance that may

impinge on volunteers’ ability to safeguard and promote the welfare of a child or vulnerable adult • Know where to go for specialist support for volunteers, young people and parents/carers.


Section 4: Compliance and managing honest conversations

1. RecapRecap the ‘What to do if you have a concern?’ process. Use case studies from earlier and talk participants through what they need to do and how this should be stored (go back and reference the new Data Protection, data retention strategy and process.) Remind them that this applies to historical (not only current) disclosures, allegations or concerns also.

Don’t get into detail here, as the HQ Safeguarding team or Safeguarding volunteer lead for your country or region will manage this in partnership with you. Go through the Managing concerns about adult volunteers – Commissioner guidance booklet in more detail around how we work together.

Duration 10–20 minutes


slides• Responding to

concerns handouts

• Concern/Complaints scenario cards

• Sanctions sheet


Session objectives By the end of this session, trainers will have:• Helped participants to assess a

safeguarding situation and considered the actions they should take by using the Girlguiding safeguarding procedures

• Discussed key points in the safeguarding process and identified information that may need to be gathered and shared, and action that they should be taking as commissioners

• Considered what action need to be taken at the end of a safeguarding incident, and how to act from lessons learned.

Key messages• Anyone who has managed small or large

incidents will know that in real-life, it never happens the way you think it will. That’s why it’s important to develop the skills and abilities to assess the situation, and be clear about what your roles and responsibilities are, and the tools and structures that support it.

• It is important to identify key information that needs to be recorded to evidence the decision-making process, and when and how to share information with others. This will keep you and others safe, and allow you to work in a transparent and systematic way.


Section 5: Keeping yourself safe

1. Individual reflection Ask the participants to think back to the earlier sections and other safeguarding training.

● Were there some case studies which worried them more than others?

● Why were they affected by some things and not others?

● Are some things more difficult to manage for everyone?

● What would they do to help themselves?

Explain it is important for them to keep coming back to this personal reflection, especially when managing safeguarding incidents or investigations. Keeping themselves safe comes first, so if they are feeling unsafe, concerned or worried, they need to develop the personal resources to manage, and address this with their commissioners or managers.

Resources


• Any scenario from Level 3 or Level 4, or develop your own


• Managing people answer sheet

• Traffic light goals form

• Pens and paper

Session objectives By the end of this session, trainers will have:• Discussed the principles

of secondary trauma and the potential impact and management of trauma, post-incident

• Considered personal coping strategies, especially regarding stress management

• Identified effective support systems that may support commissioners in managing their own safety and vulnerability.

Key messages• Anyone who plays a role in supporting the process

of safeguarding and protection may be affected by secondary trauma, so it’s important that we take steps to look after ourselves. And those steps do not need to be difficult.

• Keeping yourself safe is important, so if you are feeling unsafe, concerned or worried, you need to develop the personal resources to manage and address coping strategies with your commissioner or the Safeguarding team.

• You have a duty to report safeguarding concerns, but that doesn’t mean you’re alone. In some cases, to help your teams you may need to seek support yourself. The professional advice that the Safeguarding team can offer will help you to make the right decision – so if in doubt, check it out.



Continues overleaf

2. Understanding secondary traumaTrauma is everywhere. One in four children experience maltreatment. Early life experiences affect later life responses and development (NSPCC, 2012). Traumatic exposures include rape, physical attacks, war, natural disasters, and sudden death. Other traumatic-like exposures include things like bullying, redundancy, marital breakdown and bereavement.

We are vulnerable. When we consider our own vulnerabilities, and combine this with managing safeguarding incidents, the potential risk of harm may increase. Working around safeguarding can mean listening to chaotic, distressing and sometimes conflicting stories, which can be stressful. Safeguarding stories may intrigue us, or repel us and the greater exposure, the more likely we are to experience stress or secondary trauma.

Secondary trauma. Studies have shown that up to 50% of workers dealing with distressed people suffer from symptoms of secondary trauma. Secondary traumatic stress is the emotional duress that results when an individual hears about the first-hand trauma experiences of another. Being empathetic can increase the risk if we don’t know how to effectively manage the transference of emotions. We may feel we shared in the pain of the victim, it may reactivate our own past traumas, or our visualisations of what has happened may become overwhelming. It’s important for us to be aware of the potential impacts, so we can develop own resilience strategies. Challenging work can have an impact on mental wellbeing.

Looking after our needs. Every human has basic psychological needs. We need to have a clear frame of reference for our experiences, safety, trust, self-esteem, independence, power and intimacy. If these needs are unmet, it can have an impact on our beliefs, expectations and assumptions – we become more vulnerable. When working around safeguarding, we need to be able to identify the good coming out of the tragedy we may hear about.

Keeping ourselves safe. Supporting others without caring for yourself is an impossible task. Caring for yourself starts with developing self-awareness; a continuous process of paying attention to:

● Any changes in your feelings, attitudes and beliefs

● Your personal motivations and expectations of the work

● Your personal stress signs and by addressing them.

Caring for yourself is also being aware of the emotional risks of your work such as stress. It involves actively building and maintaining your capacity to deal with stress and adversity, also known as ‘personal resilience’.


Finding support. Good support is important. When we are deeply involved in investigations where we are dealing with several people, it can sometimes be difficult to see the real outcomes. Talking with others is essential if we are to be helped to put into practice the critical thinking required to understand cases holistically, and cope with the emotional demands of work. In fact, supervision and support are important at all times, and not just at the end. If we can take our experiences and transform them into positive beliefs, we build our resilience.

3.‘Coping strategies’ activity. The purpose of this activity is for participants to identify personal coping strategies and support systems they can use within the context of managing safeguarding incidents or investigations. The activity can be completed as an individual reflection, or in small groups. You can use any scenarios within Level 3 and Level 4, and consider the potential outcomes against the following questions.

Ask participants to consider the following:

● If you were advising another commissioner, what are the key messages you would give them about keeping themselves safe?

● How do you recognise when you may be getting stressed?

● What are your coping strategies?

4. Debrief Bring the groups back together and answer any questions. Cover some of the following information:

Anyone who plays a role in supporting the process of safeguarding and protection may be affected by secondary trauma, so it’s important that we take steps to look after ourselves. And, those steps do not need to be difficult. Firstly, we need to understand stress and recognise the signs in ourselves and others.

Reactions to stress. People react differently to stress. The following reactions might be experienced:

● Fear – The fear of the unknown can stir up deep anxieties.

● Guilt and shame – Some people will feel ashamed of feeling afraid. Paradoxically, this can particularly affect those who have a lot of field experience who tell themselves that they somehow shouldn’t be feeling this way.


● Excitement/euphoria - The prospect of entering a demanding environment can also fuel feelings of excitement, even euphoria. Remember, stress hormones can create a kind of ‘high’.

● Denial/dissociation – If you find yourself feeling not very much of anything, it’s likely that you are trying to cut yourself off from your emotions. While this might be useful and even necessary for short periods of time, it can lead to burnout and other psychological illnesses if it goes on for too long.

● Irritation and aggression – People who feel threatened will often feel angry, either with themselves for feeling vulnerable, with their team members or the people they have come to help. Others may experience more of a spiritual crisis and feel angry with their god(s).

● Rigidity with procedures and task performance – People can become overly focused on maintaining routine and structure amid the chaos. This may offer some sense of safety, but it can also compromise the flexibility and adaptability needed to do good work.

● Omnipotence – Some people might begin to act as if they are invulnerable. We know that no one is, so adopting this stance can potentially leave them without the tools to cope if something bad should happen.

● Compulsive behaviours and risk-taking - While it can be tempting to seek solace in alcohol and sexual involvement with colleagues or local people, these strategies often end up causing more problems than they address. They also tend to deplete your energy levels rather than replenish them, which increases the likelihood that you will take risks or make mistakes.

● Cliques and factions – In high-pressure contexts, teams can easily fragment into smaller factions to create a sense of stability. If you have a problem with another member, try and deal with it as quickly and as openly as possible without criticising them behind their back. Dealing creatively with conflict will bolster the resilience of both your team and you.

● Overwork - Sometimes known as ‘presenteeism’, overwork may look industrious, but it becomes increasingly ineffective the more tired and worn out you become.

All of these feelings are in no way unusual and are perfectly normal responses toan unusually intense environment.

Continues overleaf


Stress signs

Physical

● Chest pain

● Upset stomach

● Headaches

● Indigestion

● Difficulty sleeping

● Palpitations

● Tiredness

The longer-term impact of stress includes:

● Lack of interest in work, appearance, friends, family

● Self-medication with caffeine, alcohol, drugs (legal and illegal)

● Health problems, such as sleeping, eating, sex, minor infections, migraine, fatigue, aches and pains

5. Preventing secondary trauma Looking after your physical and emotional needs is important, and they are interlinked. Preventing secondary trauma is about looking after yourself.

● Maintaining physical health and fitness. Ensuring adequate sleep, nutrition and exercise is essential. Take regular breaks. Find ways to relax and rest. This will help reduce the risk of error, impaired judgment and a weakened immune system. Be mindful of using alcohol, smoking or drugs as a coping mechanism. Also, recognise how your body tells you that it’s under stress. What happens to you? What might others notice?

● Peer support. You will already have a supportive network around you, so it’s important that you use it. Help each other to recognise the push points, how you might behave and the tell-tale signs to watch out for, so you can support each other. Creating a safe space in which colleagues can talk

Social

● Avoid people

● Relationship problems

● Increased intake of alcohol, coffee or tobacco

● Difficulty with sex

● Cannot deal with conflict

Emotional

● Unable to relax

● Emotional and irritable

● Poor memory

● Unable to concentrate

● Anger

● Depression

● Anxiety


openly about challenges and fears is known to promote a sense of psychological safety and reduce stress levels, which in turn bolsters engagement, learning and effectiveness.

● Recognise your changing emotions. This is really difficult, as we are often taught to hide our emotions. But, we do need to recognise and respond to our emotions.

● Regular contact with family members and close friends. Research into resilience is unanimous on the value of contact with loved ones as a protective factor. It’s important that you maintain a normal personal life for your context. Keep in contact with family and friends, and your support network.

● Clearly defined professional boundaries and limits. The Volunteer Code of Conduct and the Managing concerns about adult volunteers – Commissioner guidance booklet are there to help guide you, but also help you keep your boundaries. If you feel those boundaries are being pushed or compromised, you need to talk to someone.

● Reflect on your work – challenge unhelpful thinking. Reflection aids our critical thinking, allows us to be self-aware, but also gives us opportunities to share our experiences with others. Don’t forget to do this, even though time limitations often get in the way. Watch for ‘catastrophising’, generalisations, jumping to conclusions or mind-reading. Identify what you can and can’t control.

● Meditation, relaxation or spiritual practice. This will be different for each of us, but it can help to maintain our frame of reference, and allow us a moment to focus on us – body, mind and soul.

● Ask for help. You will always be learning, so never be afraid of asking for help. It’s one of the best strategies to keep ourselves safe. There are others who can help, or could provide ideas and guidance you haven’t considered. If in doubt, check it out.

Learning outcomesBy the end of this section, participants will be able to: • Describe the principles of secondary trauma, reflect on personal coping strategies and apply effective support systems

that enable them to address their own vulnerabilities and safety, within the context of managing safeguarding.


Section 6: Summary and close

1. Any questions? Cover any remaining questions and remind participants where to go for further information.

2. Key messagesRemind participants of the key messages:

● As a commissioner, people will report concerns about young people or adults as part of the reporting procedures. Being able to identify and respond to safeguarding concerns is therefore an important element of your role. You should take all safeguarding concerns reported to you seriously as this creates a culture of trust and empowers individuals to speak out if they have a concern.

● When you are assessing concerns and what actions to take, you sometimes need to view from different perspectives to build up the bigger picture of what is really going on. When considering what actions you should take, you should also remember that you are not alone, and you should seek help and support in deciding what the next steps should be, and passing on information appropriately.

● During and after an incident, your role as commissioner will be to manage the support and direction for others in local guiding to help them deal with the effects the situation may have caused. You play an important role in setting expectations, so people understand what will happen when, and managing emotions and attitudes, especially when there is confidential information that cannot be shared.

Resources • Presentation slides • Attendance certificates

Duration 10 minutes


● It is important to identify key information that needs to be recorded to evidence the decision-making process, and when and how to share information with others. This will keep you and others safe, and allow you to work in a transparent and systematic way.

● Keeping yourself safe is important, so if you are feeling unsafe, concerned or worried you need to develop the personal resources to manage, and address coping strategies with the Safeguarding team

3. Being proactive Safeguarding isn’t always about reacting to incidents or concerns once something has gone wrong, it’s about stopping things before they happen. This means you must be proactive, too.

As a commissioner, taking a proactive approach to safeguarding is vital in developing a safe space where girls’, young women’s and adult members’ safety and wellbeing are put first. Your role is primarily to promote safe, good quality guiding. The behaviour you model in your role as commissioner influences the members of your teams. By providing examples of good practice, you’ll help to ensure that others deliver good guiding that puts safety and wellbeing first.

Awareness – Make sure your teams understand safeguarding policies and attend regular training, which will help them to integrate safeguarding into everyday practices, and ensure young people get the best possible guiding experience.

Empowerment – Encourage and empower your teams to take responsibility, to challenge and report a concern, which helps to ensure young people and adults aren’t put at risk.


4. Close Thank everyone for their participation and let them know they have now completed the training. You may wish to remind them of the objectives and use a Girlguiding video at the end to remind participants of the positives of guiding.

They will now be able to:

● Describe the types of safeguarding concerns they may receive and the criteria for assessing safeguarding concerns

● Explain the factors that may influence people’s (including their own) perception of a potential safeguarding situation

● Identify the ‘people’ challenges and issues they may encounter when managing safeguarding concerns and discuss appropriate ways of working with, and supporting, volunteers, young people and parents/carers

● Explain the principles of secondary trauma, and identify personal coping strategies and effective support systems they can use within the context of managing safeguarding.


Appendix 1: Volunteer Code of Conduct

● Abide by UK laws and guidance

● Follow Girlguiding policies and procedures

● Be fair and treat everyone with respect and dignity

● Be responsible and accountable

● Be a good role model - behaviour and attitudes that are in line with our values and our Promise

● Respect others’ privacy

● Communicate with others in an open and respectful way

● Work together to promote Girlguiding mission and values


Appendix 2: What if...

You are told by someone that they are being abused or

at risk of harm.

1. Call Police on 999

2. Call Safeguarding team at HQ (emergency phone, if out of hours)

You see signs of behavioural

indicators of abuse.

A commissioner will provide help and support to

volunteers throughout the process.

Is someone at imminent or serious risk of harm?

A third party raises a concern about the actions of a

Girlguiding member.

1. Call your commissioner

2. Call safeguarding team at HQ (emergency phone, if out of hours)

You see actions of a Girlguiding member

that raise concerns.

YESNo

or unsure

Girlguiding17-19 Buckingham Palace RoadLondon SW1W 0PTwww.girlguiding.org.ukRegistered charity number 306016.

a safe space - girlguiding · a safe space, level 4 - managing concerns, allegations and...

Documents