Overview of the day Housekeeping Timings Respect, comfort, confidentiality, participation Any issues from today’s training 2

Learning outcomes This training will give the opportunity for participants to: Know own role in relation to safeguarding adults and children and young people from harm, abuse and neglect Understand how individuals are protected from harm, abuse and neglect Know how to recognise different types of harm, abuse and neglect 3

Activity 1 - principles 4 As a group rank the importance of these principles in safeguarding and protection from most to least important As a group Be prepared to explain why you have chosen this order

Care Council for Wales Code of Practice for Social Care Workers – key values 1.3 Service users’ right to control their lives and make informed choices 1.4 Respecting and maintaining the dignity and privacy of service user 1.6 Respecting diversity and different cultures and values 2.1 Being honest and trustworthy 2.2 Communicating in an appropriate, open, accurate and straight forward way 2.3 Respecting confidential information 2.4 Being reliable and dependable 5

Activity 2 - what is acceptable? Do you think this is abuse? yes or no 6

Activity 3 Individually: Write down a short definition of ‘safeguarding’ Write down a short definition of ‘abuse’ In small groups: share your definitions and agree a short definition of each to feedback 7

Safeguarding and promoting welfare 8 ensuring the provision of safe and effective care protecting from maltreatment preventing impairment of health or development optimising life chances and ensuring children enter adulthood successfully

Abuse of adults is defined as: A violation of an individual’s human and civil rights by another person or persons which results in significant harm. (In Safe Hands, National Assembly for Wales July 2000) 9

Significant harm - adults Ill-treatment (including sexual abuse and forms of ill-treatment that are not physical) Impairment of, or an avoidable deterioration in, physical or mental health Impairment of physical, emotional, social or behavioural development 10

Definition of child abuse and neglect A child is abused or neglected when somebody inflicts harm, or fails to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by a stranger. (All Wales Child Protection Procedures 2008) 11

Significant harm – children and young people Ill treatment or the impairment of health and development The effects of sexual, physical, emotional abuse or neglect, or a combination of different types 12

Abuse A single or repeated act, or multiple acts A lack of appropriate action Perpetrated as a result of deliberate intent, negligence or ignorance An act of omission or neglect A child or vulnerable adult being persuaded or forced to enter into a financial or sexual arrangement to which they have not, or could not, consent Can occur in any relationship including professional relationships with individuals and organisations is an abuse of trust, including failure to meet a duty of care 13

Activity 4 - Group From the list of vulnerability factors which of these could apply to you in the past, now or in the future? 14

Increased vulnerability and risk of harm, abuse and neglect includes:  Limited or no verbal communication  Lacking capacity and understanding  Unaware of their rights  Low self esteem / self worth  Unable to protect themselves  “Institutionalised”  Living away from home  Institutional poor practice  Violence, drug / alcohol misuse in relationships or family  Disability  Isolated family or individual  Previous abuse has occurred 15

Vulnerability factors More dependence and more isolation equals more risk of abuse 16

Categories of abuse abuse sexual emotional psychological neglect financial 17 physical

Activity 5 Part 1 - In your group identify indicators for one category of abusePart 2Where might the abuse or harm occur?Who might carry out the abuse or harm? 18

19 Safeguarding facts: the national / UK picture  Add in appropriate facts for the learner group

20 The local picture  Add in local safeguarding information / statistics

21 Activity 6 Why do you think abuse is not disclosed?  By adults who are vulnerable  By children and young people  By family and friends  By staff and volunteers

22 Activity 7 - Case reviews  Look at the summary of a real case review you have been given.  What do you think would have made a difference to prevent or stop the harm or abuse?

23 Activity 8 – responding to disclosure Group / s 1 – key things to do if some discloses Group / s 2 – key things not to do if some discloses

24 Activity 9 – records In pairs consider the written record you have been given and how it could be improved

25 Adult specific guidance  In Safe Hands 2000  Wales Interim Policy and Procedures for the Protection of Vulnerable Adults from Abuse 2010 (revised Jan 2013)

26 Children and young people specific legislation and guidance  United Nations Convention on the Rights of the Child 1989  Children Act 1989 and 2004  Working Together under the Children Act 2004  All Wales Child Protection Procedures 2008

27 Additional legislation  The Public Interest Disclosure Act 1998  Data Protection Act 1998  Human Rights Act 1998  Care Standards Act 2000  Mental Capacity Act 2005  Safeguarding of Vulnerable Groups Act 2006  Mental Health Act revision 2007  Equality Act 2010  Protection of Freedoms Act 2012

28 Key agencies include:  Social Services (local authority) duty to assess and ensure that needs are met, investigate and to co-ordinate adult and child protection systems.  Police - duty to investigate allegations of criminal activity  CSSIW - notified of referrals in a regulated setting  You have a responsibility to use established processes and procedures to challenge and report dangerous, abusive, discriminatory or exploitive behaviour and practice (Care Council for Wales Code of Practice for Social Care Workers)

29 What role do you play? Safeguarding  Work with vulnerable people to enable them to understand their rights, understand risks and how they can safeguard themselves  Work in a way that protects and promotes the rights and interests of users and carers  Ensure safe work practices  Recognise factors of vulnerability  and taking necessary steps to minimise the risks

30 What role do you play? Protection  Recognise and report dangerous, abusive, discriminatory or exploitative behaviour and practice  Act in response to immediate risk to a vulnerable person e.g. contacting emergency services  Recognise signs and symptoms of abuse and report your concerns  Take action if concerns are ongoing, e.g. follow whistle blowing procedures if in place

31 Activity 10 - how to report concerns What should you do if you have concerns that someone is being harmed, abused or neglected. Who would you report this to?

32 Activity 11 - whistleblowing What actions could you take if you had on-going concerns about harm, abuse and neglect?

33 Whistleblowing what to do: Make an immediate written record of your concerns noting all relevant details such as dates, names and times Check whether your employer has policies and procedures in place for whistle-blowing and follow them. Pass on your suspicions to someone with the appropriate authority and experience Deal with the matter promptly if you feel that your concerns are justified

Whistleblowing what not to do: Do nothing Be afraid of raising your concerns. Your employer must not victimise you if you raise your concerns. Your employer must treat any matter you raise sensitively and confidentially Approach or accuse any individuals directly or try to investigate the matter yourself Pass on your suspicions to anyone who does not have the proper authority

35 Activity 12 - what if... consider the scenarios and decide Is there cause for concern? Why might you be concerned? What would you record?

36 Activity 13 Action planning one thing you have learnt today Action planning one thing you intend to do to promote safeguarding in your role and setting

37 Essential steps  Believe that abuse can happen and never ignore a hunch  Share your concerns with your manager or other appropriate person  Do not cover up for others  Ensure that you know the policies and procedures  Know the limits of your responsibility  Report and record your suspicions as soon as possible  Do not tackle an alleged perpetrator yourself  Inform the individual of your steps and what the process will be

38 Evaluation

39 Thank you Further information from