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Safeguarding Task Part 1
Learner’s name: ______________________________________ Trainer/Assessor’s name: _______________________________ Date issued: ____/____/20___ Target date for completion: ____/____/20___ Actual completion date: ____/____/20___
Inter Training Services Ltd 2 London Road Horndean Waterlooville
Hampshire PO8 0BZ T: 02392 591666 F: 02392 592266
E: [email protected] W: www.its-ltd.net
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Introduction We want you to feel safe so you can concentrate on your learning and achieve success. This project is designed to raise your awareness about safeguarding. You will find out about human rights and the meaning of ‘safeguarding’. You will also learn about steps you can take to protect yourself.
Contents This project contains information about safeguarding and six mini tasks. Your assessor will agree target dates with you for completing the tasks.
Task Number
Description Page TARGET Completion Date
ACTUAL Completion Date
1 Declaration of human rights (video) 5
2 Neglect – true or false? 5
3 Abuse – yes or no? 6
4 Bullying at work (video) 7
5 Self- destructive behaviour – yes or no? 8
6 Personal safety 9-10
Project evaluation 12
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Definition of Safeguarding
Safeguarding is about keeping children, young people and vulnerable adults safe from potential harm such as neglect, abuse and bullying.
IMPORTANT! If you are being abused, the most important thing is to find the courage to talk to someone about it. You could talk to your employer, assessor or support mentor. We know it will not be easy for you to do this but will make the time to listen because your well being is our priority. If you want to speak to someone who is not directly involved in your life or work contact Lesley Ellis, the ITS Ltd Safeguarding Officer on 07770 735 773 or by emailing [email protected]
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Human Rights Anyone who is in the UK for any reason has fundamental human rights which government and public authorities have to obey. These rights became law as part of the Human Rights Act 1998. The Human Rights Act 1998 gives further legal effect in the UK to the fundamental rights and freedoms contained in the European Convention on Human Rights. These rights not only affect matters of life and death, they also affect the rights you have in your everyday life: what you can say and do, your beliefs, your right to a fair trial and other similar basic entitlements.
Most rights have limits to ensure that they do not unfairly damage other people's rights. However, certain rights, such as the right not to be tortured, can never be limited by a court or anybody else.
You have the responsibility to respect other people's rights, and they must respect yours.
Your human rights are:
the right to life
freedom from torture and degrading treatment
freedom from slavery and forced labour
the right to liberty
the right to a fair trial
the right not to be punished for something that wasn't a crime when you did it
the right to respect for private and family life
freedom of thought, conscience and religion, and freedom to express your beliefs
freedom of expression
freedom of assembly and association
the right to marry and to start a family
the right not to be discriminated against in respect of these rights and freedoms
the right to peaceful enjoyment of your property
the right to an education
the right to participate in free elections
the right not to be subjected to the death penalty
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TASK 1 YouTube - “The declaration of human rights.” If you are able to log on to the internet, use the link below to watch a short video about how our human rights came about and what they include.
http://tinyurl.com/6en7ud
TASK 2 Neglect True or False?
In terms of safeguarding, what are the rights of children, young people and vulnerable adults?
Children, young people and vulnerable adults have a right to:
True False
Somewhere comfortable, dry and warm to sleep
Enough food to eat
Clothing and footwear that offers protection from the weather
Medical treatment and care when unwell
Adequate emotional and physical care
A generous allowance / pocket money
Abuse
Abuse can mean different things such as neglect, physical, emotional, or sexual abuse. It is not always easy to know if you or someone you know is being abused. Remember that no-one has the right to hurt you or make you do anything that feels wrong. If you think this is happening to you, you might think that it's your fault. It isn't.
Signs of abuse
Thinking Point
Have you seen on TV or read in a magazine behaviour that oppresses human rights? How did it make you feel? What would you have liked to do about it?
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Unexplained absences or lateness
Being in work when ill, rather than staying at home
Not completing homework and making constant excuses
Being constantly tired, on edge and unable to concentrate
Dramatic changes in behaviour and personality
Becoming quiet and withdrawn
Disruptive behaviour or acting out violent thoughts with little empathy for the victims
TASK 3 Yes or No?
Are these examples of abuse? Tick yes or no. Yes No
Being hit, burnt, bitten, cut, kicked or having hair pulled
Repeatedly being told you are stupid, worthless, ugly, unwanted etc.
Being made to watch or take part in activities that feel wrong
Being forced to take medication that is not necessary
Medication being refused or withdrawn when you need it
Being asked by a parent to tidy your room
Bullying Those who are being bullied have the worst productivity rates and absence records. If you are being bullied at work you need to tell someone. It won't stop unless you do. If you feel unable to tell someone it might be easier to write a note explaining how you feel.
Bullying includes:
People calling you names
Making things up to get you into trouble
Hitting, pinching, biting, pushing and shoving
Taking things away from you
Damaging your belongings
Stealing your money
Taking your friends away from you
Posting insulting messages on the internet
Spreading rumours
Threats and intimidation
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Making silent or abusive phone calls
Sending you offensive phone texts
Bullies can frighten you so that you don't want to go to work and you pretend to be ill to avoid them
TASK 4 YouTube - “Bullying at work.” If you are able to log on to the internet, use the link below to watch a short video about how our human rights came about and what they include.
http://tinyurl.com/4bzomgl
Self Harm
Self-harm is a way of expressing very deep distress. Often, people don't know why they self-harm. It is a means of communicating what cannot be put into words or even into thoughts and has been described as an inner scream. Afterwards, people feel better able to cope with life again, for a while.
Deliberate self-harm is a broad term. People may injure or poison themselves by scratching, cutting or burning their skin, by hitting themselves against objects, taking a drug overdose, or swallowing or putting other things inside themselves. It may also take less obvious forms, including unnecessary risks, staying in an abusive relationship, developing an eating problem (such as anorexia or bulimia), being addicted to alcohol
or drugs, or someone simply not looking after their own emotional or physical needs.
It is worth remembering that most people behave self-destructively at times, even if they do not realise it. Perfectly ordinary behaviour, such as smoking, eating and drinking too much, or working long hours, day after day, can all be helping people to numb or distract themselves and avoid being alone with their thoughts and feelings.
Thinking Point
Have you been bullied or witnessed others being bullied? Have you ever bullied someone? How did it make you feel?
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Recent research focusing on young people suggests that 10 per cent of 15 to 16 year olds have self-harmed, usually by cutting themselves, and that girls are far more likely to self-harm than boys. The most common reason is 'to find relief from a terrible situation'. Young people are often under great pressure within their families, from studying and among their peers. Many young people say they have friends who they know self-harm.
The research says that young people who self-harm are much more likely to have low self-esteem, to be depressed and anxious. They seem to be facing more problems in life, but may be less good at coping with them. They may retreat into themselves, feeling angry, blaming themselves, tending to drink and smoke too much and to use more recreational drugs. They confide in fewer friends, and tend not to talk to their parents or other adults, or to ask for the help they need.
TASK 5 Yes or No?
Are these forms of self- destructive behaviour? Tick yes or no. Yes No
Anorexia nervosa (the ‘slimming disease’)
Bingeing on cakes, biscuits etc. and then making yourself sick (bulimia)
Cutting yourself
Binge drinking
Smoking
Using recreational drugs
Driving recklessly
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TASK 6
Personal Safety Write some tips for keeping yourself safe when:
Walking home when it’s dark
Using public transport late in the evening
You have the feeling you are being followed when walking home
Using a cash machine
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Leaving your drink unattended on a table in a bar/club
Someone you chat to on a social networking site wants to meet you
A person you don’t know offers you a lift home
You receive an email message from someone you don’t know who asks you to open the attachment
You are offered a drug you do not recognise
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Coaching Support for Apprentices
Kay Bolton is a professional life coach based who has been working with ITS Ltd to support our learners. Kay gives learners the opportunity to focus on themselves, their needs wants and desires. The sessions take place somewhere quiet, either in the salon or at a suitable location close by. Telephone coaching is also very effective and can take place in or out of work time. Some learners face distinct disadvantage during their apprenticeships and this impacts on their chances to progress towards and successfully achieve their learning goals. Apprentices may experience a variety of difficulties for different reasons. Some have problems at home or are trying to cope with difficult personal relationships.
Some have low self-esteem and confidence caused by drug or alcohol problems or other health-related conditions. Others lack the motivation to succeed because they did not attend or were excluded from school.
What is Coaching? Coaching provides direct support to apprentices, over and above what is normally provided in a standard learning programme. Learners are guided through a process beginning with the need to look at their present position. It’s the opportunity to explore feelings and work out what is troubling them with the help of objective, non-judgemental input from a professional.
How Does it Happen? Learners will be helped to identify clear goals in a safe environment that totally focuses on them. They need to go to the sessions ready to be open and honest because the coaching relationship relies on mutual trust and confidentiality. They will be listened to, challenged (to stretch their thinking) and supported. They will decide what they want to work on and agree the actions to be taken in between sessions. By following through these actions they will be strengthening their commitment and ensuring their success.
What Coaching is Not! Coaching is not therapy. Therapy is a process of rehabilitation to recover from an emotional injury. It usually focuses on the past and the healing of emotional wounds. Coaching is not about processing emotional history, or diagnosing and treating mental health issues. It is about raising awareness and taking responsibility for our own emotions. It is action-orientated with a strong focus on current life and plans for the future. Coaching is not teaching. Teaching is the transfer of knowledge and information. With coaching you have all the knowledge and information about your life; it is about making you aware of how to choose to use it.
Contacting Kay E-mail: [email protected] Mobile: 07786 160079
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Project Evaluation To be completed by the learner
What new things have you learnt from doing this project?
________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
What do you know about safeguarding?
________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
How would you explain safeguarding to someone?
________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
Which parts did you find most interesting or useful?
________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
To be completed by the Assessor
Comments
Assessor Signature: Date: