1. Volunteer Training 2016 - Youth, Youth w/AN, Adults w/AN, Befriending -

2. Structure of SVS Students Association SRCSSC Convener Developmen t Officer Treasurer Events &Publicity Secretary Technical Officer Project Officers Youth w/ Additional Needs Volunteers Youth Volunteers Adults w/ Additional Needs Volunteers Elderly Volunteers Befriendin g Volunteers Animals Volunteers Environmental Volunteers

3. Projects Youth  Active Schools Fife  Breakfast Club  CKS Youth Group  Code Club  Cosmos Centre After School Club  Dairsie Youth Club  Families First  Fife Young Carers  Girl Guides St Andrews  Lift Off  Messy Church  Plus One Mentoring  Teddy Bear Hospital Youth with Additional Needs  Kilmaron School  Madras College Learning Support  Riding for the Disabled Adults with Additional Needs  BASE  Cosmos Club  ENABLE  includeMe  Marie Curie Helper  Options in Life  Rymonth House  Stratheden Tuesday Group Befriending

4. What is volunteering? “A volunteer is someone who, unpaid and of their own free will, contributes their time, energy and skills to benefit people in their community.” - Fife Voluntary Action “Volunteers are the only human beings on the face of the earth who reflect this nations’ compassion, unselfish caring, patience and just plain loving one another.” - Erma Bombeck “Volunteers don’t get paid, not because they’re worthless, but because they’re priceless” - Sherry Anderson “The broadest, and maybe the most meaningful definition of volunteering: doing more than you have to because you want to, in a cause you consider good.” - Ivan Scheier “Volunteering is the ultimate exercise in democracy. You vote in elections once a year, but when you volunteer, you vote every day about the kind of community you want to live in.” - Unknown

5. What volunteering means to you?  A sentence or two:  What volunteering means to you?  Why you chose to volunteer?  Why you feel volunteers are important?  What your expectations of volunteering are?

6. What is volunteering? “A volunteer is someone who, unpaid and of their own free will, contributes their time, energy and skills to benefit people in their community.” - Fife Voluntary Action “Volunteers are the only human beings on the face of the earth who reflect this nations’ compassion, unselfish caring, patience and just plain loving one another.” - Erma Bombeck “Volunteers don’t get paid, not because they’re worthless, but because they’re priceless” - Sherry Anderson “The broadest, and maybe the most meaningful definition of volunteering: doing more than you have to because you want to, in a cause you consider good.” - Ivan Scheier “Volunteering is the ultimate exercise in democracy. You vote in elections once a year, but when you volunteer, you vote every day about the kind of community you want to live in.” - Unknown

7. Rights  To know what is expected of you  To have clear lines of support and supervision  To be given training  To be shown appreciation  To be free from discrimination  To have safe working conditions  To have the resources necessary for the projects  To reclaim out of pocket expenses  To have input in to decision making within the project and SVS  To choose your own level of commitment and be able to discontinue volunteering.

8. Responsibilities  To be reliable and honest.  To be punctual and regular in attending your project.  Respect confidentiality.  Attend any relevant training and work within agreed guidelines.  Communicate when unable to attend/wishing to leave the project.  Seek advice and help when necessary.  Take care of personal belongings.  Participate in monitoring and evaluation.  Not smoke on any SVS project, or consume alcohol prior to or during.  Wear appropriate clothing.

9. Travel expenses

10. Logging hours

11. Housekeeping  Office Hours  Convener 11:15am-12:15pm, Mondays, Union Main Bar  Treasurer 12:15pm-13:15pm, Mondays, Union Main Bar  Contacts:  Natasha Bateman (Youth Project Officer): nkb2@st-andrews.ac.uknkb2@st-andrews.ac.uk  Kieran Wallbanks (Youth w/AN Project Officer): kew32@st-andrews.ac.ukkew32@st-andrews.ac.uk  Amelia King (Adults w/AN Project Officer): ajk22@st-andrews.ac.ukajk22@st-andrews.ac.uk  Flora Rowe (Befriending Project Officer): fr26@st-andrews.ac.ukfr26@st-andrews.ac.uk  Sarah Rodway-Swanson (Convener): srs5@st-andrews.ac.uksrs5@st-andrews.ac.uk  SVS Account: svs@st-andrews.ac.uksvs@st-andrews.ac.uk  One off Projects

12. Questions?

13. Child and Adult Protection Training for Youth, Youth w/AN, Adults w/AN and Befriending Volunteers

14. What is child or adult protection? Protecting from harm and abuse. Children and Young People (Scotland) Act 2014 Adult Support and Protection (Scotland) Act 2007 Laws PVGs Everyone has a responsibility to keep them protected.

15. Describing abuse (video)

16. What is abuse? There are 4 main types of abuse. Discuss with the people around you what you think these are.

17. 4 main types Physical abuse Emotional abuse Sexual abuse Neglect Also bullying and online abuse.

18. Physical abuse E.g. hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, etc. Also deliberate, or feigned ill-health.

19. Emotional Abuse Saying a someone is worthless, unloved… Developmentally inappropriate expectations. Always there in abuse.

20. Sexual Abuse Cannot give consent. Forcing or enticing someone in to sexual acts. Can be non-physical. Not always by men!

21. Neglect Failure to meet the basic physical and/or psychological needs: Food Shelter Clothing Protection from harm Access to health care Non-organic failure to thrive.

22. Why are disabled people more likely to be abused? Discuss with the people around you. Think physical or learning/developmental disabilities.

23. Why are disabled people more likely to be abused? Discrimination More isolated Dependency for daily care. Impaired capacity to identify and resit Struggle to communicate Obey to survive Children with disabilities 3-4 times more likely to be the subject of abuse than non-disabled children.

24. Signs and indicators of abuse Bruising Aggressive behaviour Nervous behaviour Lack of confidence Bite or burn marks Fear of making mistakes Self-harm Flinching Sudden behaviour changes Frequent absences Lack of friends Sexualised language Hinting at secrets Fear of a specific individual Stealing food Physical abuseEmotional AbuseSexual AbuseNeglect

25. Signs and indicators of the four categories Physical abuseEmotional abuseSexual abuseNeglect BruisingAggressive behaviourNervous behaviour Lack of confidence Bite or burn marksLack of confidenceFear of making mistakesStealing food Self-harmFear of making mistakesSelf-harmSudden behaviour changes FlinchingSelf-harmFlinchingFrequent absences Sudden behaviour changesFlinchingSudden behaviour changesLack of friends Frequent absencesSudden behaviour changesSexualised languageFear of a specific individual Hinting at secretsLack of friends Fear of a specific individual Hinting at secrets Fear of a specific individual

26. Respond not diagnose Signs and indicators do not always signify that someone has been abused. It is not up to you to diagnose and determine if there has been abuse. You have a responsibility to respond though.

27. Later impact of abuse Physical changes in the developing brain Difficulties forming and maintaining relationships Mental health related responses Adult behaviour problems Disruption in education

28. How concerns arise See or hear something worrying Concern about another adults behaviour Someone else voices concerns Disclosure

29. Evie’s story (video)

30. How would you respond? ‘You’ve been very brave talking to me about this.’ ‘oh my God – that’s awful. He sounds like a monster!’ ‘Show me exactly where he touched you.’ ‘Are you sure it’s not just a misunderstanding?’ ‘None of this is your fault.’ ‘I need to talk to someone who can help you through this.’ ‘Don’t worry, you’ll never have to see Steve again.’ ‘Can I just check out that I’ve understood everything that you’ve told me?’

31. How would you respond? ‘You’ve been very brave talking to me about this.’ Reassuring and conveys that you know how hard it has been to tell.

32. How would you respond? ‘oh my God – that’s awful. He sounds like a monster!’ Emotive and not helpful.

33. How would you respond? ‘Show me exactly where he touched you.’ This is not your role – you shouldn’t investigate.

34. How would you respond? ‘Are you sure it’s not just a misunderstanding?’ This conveys doubt about their truthfulness and that should never be implied.

35. How would you respond? ‘None of this is your fault.’ Reassures the child.

36. How would you respond? ‘I need to talk to someone who can help you through this.’ This lets the child know what is going to happen next, as well as assuring them you’ve taken them seriously.

37. How would you respond? ‘Don’t worry, you’ll never have to see Steve again.’ You don’t know this to be true. Don’t make false reassurances.

38. How would you respond? ‘Can I just check out that I’ve understood everything that you’ve told me?’ This is okay, shows you’ve been listening careful and want to make sure you heard everything.

39. Responding Stay calm Trust them Listen carefully Continue at their pace Reassure them Take notes NO SECRETS!

40. Why might people not disclose? Think about what might stop someone from disclosing what they are going through. Discuss with the people around you.

41. Why people might not disclose. Anxiety and fear No-one to turn to Ignorance Abusers tactics Guilt/embrassment

42. Scenario (video) What are your concerns? What type of abuse is suspected, if any? Would you: Do nothing? Consult for advice? Report?

43. Reporting Take notes Try and remember details Report form Who? Contact at organisation Us Police or social work.

44. Don’t worry!

45. Additional Needs

46. Conditions you may come across Wheelchair Wheelchair Cerebral palsy Cerebral palsy Blind Blind Deaf Deaf Autism Autism ADHD ADHD Learning difficulties Learning difficulties Down-syndrome Down-syndrome Speech impediment Speech impediment Anxiety Anxiety and probably lots of others and probably lots of others

47. Working with additional needs Treat everyone with dignity and respect Treat everyone with dignity and respect Treat everyone as an individual Treat everyone as an individual Look past the diagnosis Look past the diagnosis Active listening Active listening Empathy Empathy Smile Smile

48. Starting to volunteer  PVGs  Information to be put on the website  Socials  HAVE FUN!

49. Any questions?

50. Thank you,