Creating Safer Space Leadership Module Safeguarding Children, Young People & Vulnerable Adults Leadership Training

SECTION 1 INTRODUCTION

Trainers Name Role Chaplain

The faith-based underpinning of safeguarding Devotions

Creating Safer Space The focus of the Foundation Module is to promote awareness of possible safeguarding concerns and to equip people in relevant roles to feel confident to share with the appropriate person. The focus of the Leadership Module is to develop the knowledge, skills, understanding of those in the Church with whom concerns may be shared.

The Creating Safer Space Leadership Module aims to: Enable Safeguarding Officers, Ministers and other leaders in churches to develop a deeper understanding of their role and responsibilities in relation to safeguarding and to develop confidence in carrying out this role.

By the end of the day participants will: know about routes for referrals understand their role and responsibilities appreciate the Church’s commitment to safeguarding children, young people and adults; survivors of abuse and people who may be a risk to others have reflected on the challenges of the leadership role for the Church know where to find resources, further help and guidance within and beyond the Church. have sharpened their awareness of the Methodist Church policies and procedures on safeguarding

Mobile Phones – silent or off Toilets Fire Exits Refreshment Breaks Housekeeping Mobile Phones – silent or off Toilets Fire Exits Refreshment Breaks Timekeeping Question Park Attendance Sheet H&S + Certificates

Looking after ourselves: This training can be difficult for any of us, at any time. If you need a break, feel free to move about or leave the room. There is more than one trainer here, so we can be free to spend time with you outside the main room if necessary. If this raises painful issues for you, share this with somebody you trust. Look after yourself!

We aim to: listen without interrupting respect the diversity, feelings, experiences and perspectives of others listen to differences in views and question in a constructive way that enables the group to learn respect confidentiality unless it puts others at risk take responsibility for our own learning and share as well as receive be aware of the potential impact of the subject on ourselves and others.

The Church’s unique focus: welcoming in safety Children and young people Adults who may be vulnerable Survivors of abuse People who may be a risk to others but have expressed a commitment to change 11

A leadership role: The Church’s unique focus in safeguarding ensuring all are welcome in safety keeping a balance being aware of those who may be a risk ensuring those who are a known risk are monitored and supported and…

Prevent Protect Promote

SECTION 2 PROMOTE SAFEGUARDING

Promote: Where do I fit in? Think of an example of when you have promoted a culture of safeguarding.

Promote: a leadership role working towards a culture where safeguarding is routine developing a culture of informed vigilance valuing safeguarding work creating safer spaces and ...

Roles a leader might need to take on Promote Roles a leader might need to take on decision maker enforcer listener mediator negotiator pastor and…

Promote Resources to support the leadership role in safeguarding Promote Resources to support the leadership role in safeguarding Church national local

SECTION 3 PREVENT ABUSE AND HARM

Prevent harm Premises People Policies Practice 20

Prevent: people A leadership role (1) knowing who to go to with concerns knowing people who may be a risk to others; passing on concerns to District Safeguarding awareness of diversity issues implementing safer recruitment.

Prevent: people A leadership role (2) ensuring clear job/role descriptions avoiding boundary drift setting up and monitoring Covenants of Care and ...

People: Sharing concerns Worker /volunteer tells coordinator of their observation Someone else tells worker/volunteer who tells coordinator Child or vulnerable adult tells worker /volunteer who tells coordinator In an emergency worker may contact relevant authorities directly and inform coordinator later Coordinator may tell the relevant authority

Prevent: People Safer Recruitment: employees and volunteers job or role description/person specification references panel interview confirm identity explore discrepancies completion of appropriate vetting procedures before beginning job or role.

Blemished disclosures: possible outcomes clear (minor ‘spent’ issues) more information so any risk can be assessed: the individual may need to stand down clear (after receiving more information) clear with conditions decision by Safeguarding Panel appeal and...

Protect from harm Recognise Record Respond Refer 26

SECTION 4 PROTECT FROM HARM Recognising abuse

Protect: recognising Types of abuse Physical Financial/ material Emotional Neglect Discriminatory Sexual Institutional Spiritual or ritual Domestic abuse

Protect: recognising A leadership role knowing what to be concerned about being observant listening well recognising patterns of behaviour joining up different pieces of information and...

ACTIVITY

Finkelhor’s stages in offending Protect: four pre-conditions to abuse Victim Resistance ‘doing it and getting away with it’  Grooming External Inhibitors ‘others creating opportunity’ Internal Inhibitors ‘conscience’ Motivation ‘wanting to’ Finkelhor’s stages in offending

Grooming: a definition Grooming is a word used to describe how people who want to sexually harm children and young people get close to them, and often their families, and gain their trust.

Protect: recognising Grooming in the church context: lessons learnt It happens at different levels individual family the Church community those in influential positions in the Church. It can happen over long periods of time.

SECTION 5 PROTECT FROM HARM Responding well

Protect: responding A leadership role: responding well to disclosure and to concerns about abuse or harm responding well to survivors responding well to people who might pose a risk responding well to serious situations responding well to the church congregation and...

Protect: responding Challenges to responding well: why the Church may not respond well to concerns too difficult ‘doesn’t happen in the Church’ the person/family concerned is respected confidentiality is not understood confusion about false allegations wanting to keep it within the Church needing to handle everything not knowing who to go to conflicting loyalties.

A leadership role: responding well Protect: responding A leadership role: responding well …is often about ‘walking alongside’ people. It is primarily about listening and not reacting with haste. It is not about judgment or imposing what we think is best for someone. It is about not feeling that we must have all the answers and not wanting to solve everything now. The Archbishops’ Council (2011) Responding Well to those who have been sexually abused: policy and guidance for the Church of England

Responding well to concerns SECTION 5a PROTECT FROM HARM Responding well to concerns

Protect: responding A leadership role: Listening well to people who have concerns about possible abuse or harm helps them: to remember to make sense of what they experienced, heard, saw or were told – to make connections to build up as full a picture as possible to provide acknowledgement and affirmation especially when sharing painful or difficult issues and...

Protect: responding well to concerns A leadership role: Key listening skills attention giving; active listening, non-critical acceptance ability to use different kinds of questions paraphrasing; reflecting back, summarising and checking and...

Protect: respectful uncertainty Check your impressions The concept of ‘respectful uncertainty’ developed from learning after the death of Victoria Climbié and combines the critical evaluation of information keeping an open mind dealing with everyone with respect. Munro describes it as “Showing compassion but retaining an open and questioning mindset.”

Protect: responding well Defensible decision-making In the context of the church this means taking decisions which: are consistent with policy are thoroughly thought through are based on as reliable evidence as possible take things forward have been recorded.

Responding well to survivors SECTION 5b PROTECT FROM HARM Responding well to survivors

Protect: responding well to survivors A leadership role Developing an awareness of the impact of abuse what survivors find helpful or difficult the prevalence of abuse and...

ACTIVITY

Responding well to people who might pose a risk SECTION 5c PROTECT FROM HARM Responding well to people who might pose a risk

Protect: responding well to people who might pose a risk A leadership role identifying the pastoral needs of all concerned working with Covenants of Care using ‘respectful uncertainty’ being alert to ‘disguised compliance’ and...

Protect: responding well to people who might pose a risk Covenants of care small group at church and/or circuit level risk assessment contract meeting regularly, reviewing, recording training and support for the group review of the contract inform and annually report to the DSO.

Protect: understanding disguised compliance Behaviour which gives the appearance or impression of co-operation to avoid raising suspicion, to mask abuse and to allay concerns.

Protect: dealing with disguised compliance Use respectful uncertainty. Avoid over-optimism. Remember history and risk factors. Don’t be over-influenced by dynamic factors. Keep to your focus. Maintain careful records. Communicate openly in the Covenant of Care group. Check with the DSO if you are concerned.

Responding well to serious situations SECTION 5d PROTECT FROM HARM Responding well to serious situations

A leadership role: immediate steps Protect: responding well to serious situations A leadership role: immediate steps coordinate inform liaise follow up support don’t forget your own support and...

Responding well to the congregation SECTION 5e PROTECT FROM HARM Responding well to the congregation

Protect: responding well to the congregation A leadership role appreciate the impact of what has happened consider the consequences such as loss of trust use insights that can support this thinking plan with thoughtfulness take care over information sharing and...

Two useful models from Deidre Offord the Trauma Debrief Protect: responding well to the congregation Two useful models from Deidre Offord the Trauma Debrief the Grief Cycle

Protect: responding well to the congregation A leadership role: what can help careful information sharing educative input worship focused on healing addressing forgiveness enabling healing recovery thoughtfulness about future ministry and...

SECTION 6 PROTECT FROM HARM Recording

Protect: recording A leadership role ensuring recording is done modelling good practice supporting people who may have difficulty with writing ensuring records are passed on safe storage and...

Why keep records? They provide: Protect: recording Why keep records? They provide: a note of what happened and who did what a history of events continuity accountability evidence.

Protect: recording What to record: who was involved: the names of key people what happened: facts not opinions where it happened when it happened: date and time how it happened why it happened whom it was referred to.

Protect: recording Checklist for good practice: records should be structured legible clear and concise relevant thorough jargon-free non-discriminatory in the person’s own words clear about what is included written soon after the event shared with the person they are about up to date signed, dated and timed.

Protect: recording A leadership role What should be recorded? Some examples Covenant of Care groups issues of concern supervision changes in job roles. Storage: records must be held securely.

SECTION 7 PROTECT FROM HARM Referral

A leadership role Protect: referral taking the lead in making a referral supporting someone else to make a referral acting in an emergency passing on a concern knowing who to go to in agencies and developing links seeking advice/support from DSO and...

A leadership role: making a referral Protect: referral A leadership role: making a referral telephone referral be clear it is a safeguarding concern always confirm in writing ensure follow up be as persistent as necessary ensure DSO is aware.

Protect: referral What you can do if professionals don’t respond: go to the next in the management chain follow up in writing consult with another lead agency use the Strategy Group refer to the chair of the LCSB or ASB discuss with the DSO Persevere.

Protect: referral: when to report Consider the person the concern public interest necessity and proportionality. Always consult if possible ensure your own support.

Information sharing: seven golden rules Remember that the Data Protection Act and human rights law are not a barrier to sharing information. Be open and honest. Seek advice. Share with consent where appropriate. Consider safety and well-being.  Necessary, proportionate, relevant, accurate, timely and secure. Keep a record.   Extract from Information sharing Advice for practitioners providing safeguarding services to children, young people, parents and carers. HM Government 2015

SECTION 8 LOOKING AHEAD AND CONCLUSIONS

Safeguarding: a leadership role My anxieties My resources My supports

Action planning Next steps For me The bigger picture Safeguarding: a leadership role Action planning For me The bigger picture Next steps

Please leave the form in the tray on the table before you leave. Feedback After the devotions, please take a couple of minutes to complete the feedback form. Please leave the form in the tray on the table before you leave.

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Creating Safer Space Leadership Module Please collect your certificate Please place your feedback form in the tray by the door

SECTION 3 PREVENT ABUSE AND HARM FOUNDATION MODULE REVISION FOR THE LEADERSHIP ROLE Policies – Practice - Premises

Prevent: policies A leadership role Policies are required by insurance companies and the Charity Commissioners A leadership role knowing the policies and where to find them ensuring they are actively used and not gathering dust guiding relevant people to them and through them ensuring polices are reviewed regularly and kept up-to-date and...

Methodist Safeguarding Handbook Prevent: policies What are they ? Methodist Safeguarding Handbook Safeguarding Children and Young People Safeguarding Adults Practice Guidelines to support the report Domestic Abuse and the Methodist Church Taking Action Model policies for churches Safer recruitment

Prevent: practice A leadership role knowing the guidelines for good practice ensuring they are in place ensuring they are implemented and routinely followed taking up issues appropriately initiating action if necessary and...

Prevent harm: premises A leadership role other groups using the church (model policies) groups using the church at the same time safer space link with Health & Safety and...

Tea Break