Including Safeguarding Adults - Protection Practitioner Level

Including Toilets Fire Procedure Smoking Mobile Phones / Devices Finishing Time Breaks Housekeeping

Including Training Transfer Getting learning into practice “50% of learning fails to transfer to the workplace” (Sak, 2002) “The ultimate test of effective training is whether it benefits service users” (Horwath and Morrison, 1999)

Including Training Transfer Individual Characteristics Training Design and Delivery Workplace Factors

Including Introductions Name Place and nature of work What do you want to know by the end of today’s session?

Including Outcomes By the end of the session you will: Be able to take early action because you recognise that abuse may be insidious / hidden rather than just a one off event Be able to respond to a safeguarding concern/alert effectively

Including Attendees will be able to: take and make appropriate referrals and refer to other sources of investigation if required ask the ‘right’ questions and gather initial information to promote the safety and well being of the person undertake an initial risk assessment either by telephone or face to face and take any required protective action Recognise when other agencies may need to be involved including the Police reflective practice in safeguarding Attendees will be clear about their role in the safeguarding process

Including Ground Rules Safeguarding is a dynamic world and we continue to learn about how to prevent people from being harmed on both a strategic / organisational level and as individual practitioners. Safeguarding is about partnership, it is not about blame. All agencies and individuals need to take responsibility, to reflect and learn to safeguard people who may be vulnerable.

Including Ground Rules Confidentiality within the group will be respected but may need to be broken if a disclosure of unsafe practice, abuse or neglect is made during the course – this will usually be discussed with you first.

Including Recap What is abuse? Who is a vulnerable adult?

Including Abuse is: A violation of an individual’s human and civil rights by any other person or persons. Abuse can consist of a single act or repeated acts. It may be physical, verbal, or psychological. It may be an act of neglect or an omission to act, or it may occur when a vulnerable person is persuaded to enter into a financial or sexual transaction to which he or she has not consented or cannot consent. Abuse can occur in any relationship and may result in significant harm to, or exploitation of, the person subjected to it.

Including A vulnerable adult is: a person "who is or may be in need of community care services by reason of mental or other disability, age or illness, and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation" No secrets: guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse DOH March 2000

Including Safeguarding Adults Principles Empowerment Protection Prevention Proportionality Partnership Accountability Adult Safeguarding: Statement of Government Policy, 2011 What outcomes should individuals experience from the safeguarding process?

Including Because you said something...

Including Small Group Discussion In groups have a look at the following scenarios :- The man in the park The two brothers The couple in the conservatory What was happening? What might be done?

Including Feedback – the man in the park

Including Hate Crime “Any criminal offence, which is perceived, by the victim or any other person, to be motivated by hostility or prejudice based on a person’s difference or perceived difference.” CPS Police also record incidents which are not crimes.

Including Disability Hate Crime Better understanding of disability hate crime and of impact on victims Offender(s) often known to victim Likely to increase in severity or frequency Vulnerability Screening Neighbourhood harm register Enhanced sentencing EHRC / DoH / Home Office / Regional projects

Including Allport’s Scale of Prejudice

Including Mate Crime “When someone befriends a vulnerable person in order to exploit them.” Why?

Including Forced Marriage

Including Nicky Reilly attempted to detonate an improvised explosive device at a restaurant in Exeter in May Was radicalised through contact with people on the internet. Known to have mental health issues and learning difficulties and had regular contact with health and social services. Andrew Ibrahim was arrested in Bristol in April 2008 charged with Terrorist offences and convicted in July Had previously sought medical help for injuries to his hands during trials with explosives. Had shown his Drug counsellor violent footage that he Had downloaded onto his mobile phone. Developed a "mind-set of martyrdom“ after accessing extremist Material online. Radicalisation to Support or Commit Terrorism “Building Partnerships, Staying Safe The health sector contribution to HM Government’s Prevent strategy: guidance for healthcare organisations”

Including Grooming Process Choose a vulnerable adult with whom they have (or can manipulate) a relationship of authority Develop a special relationship with the adult Get the victim’s support network to trust them or isolate the victim (threat, inducement, deception) Slowly introduce low level behaviour in order to desensitise or normalise Introduce the target behaviour

Including Police involvement 101 OR PCSO’s Police officers Neighbourhood beat managers Specialist officers – public protection unit

Including Scams

Including Trading Standards May be able to help: If you’ve been misled by the trader into buying something you wouldn’t have bought if you had been given all the information beforehand If the trader has made false claims about goods or services which you have found out not to be true If you’ve been sold fake or counterfeit goods If the trader has used aggressive selling techniques or persuaded you to buy something you wouldn't necessarily have bought if you had a free choice

Including Feedback – the two brothers

Including Domestic Abuse “Any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological, physical, sexual, financial and emotional abuse.” Cross government definition, 2010

Including Biderman's Chart of Coercion Isolation Monopolisation of Perception Induced Debility and Exhaustion Threats Occasional Indulgences Demonstrating omnipotence and omniscience Degradation Enforcing trivial demands

Including Domestic Abuse

Including Feedback – the couple in the conservatory

Including Carers and Safeguarding Adults Carers are more likely to perpetrate abuse (intentional or not) if the carer: Has unmet or unrecognised needs Is themselves vulnerable Has unwillingly had to change his or her lifestyle or feels unappreciated by the vulnerable person or exploited by relatives or services Is being abused by the vulnerable person Has little insight or understanding of the person’s condition or needs Is feeling emotionally and socially isolated, undervalued or stigmatised Has other responsibilities such as family or work ADASS (July 2011)

Including What is the purpose of making an alert? To keep the person safe now and in the future To share information about risk so that others can decide on the next actions that might be needed To collect national information / data

Including Making/Taking an Alert What information will the Safeguarding Adults team need in order to assess risk and make recommendations?

Including Practitioner’s Role Observation of/information received about poor practice or abuse Gather Information Assess risk Gain person’s views Gain Consent Address poor practice Make Safeguarding Alert

Including Asking the right questions Open Closed ClosedSpecific Probing ProbingHypotheticalReflective Leading Leading TED

Including Assessing Risk In groups, consider for your case study how you would go about gathering the required information.

Including Assessing Risk In groups consider for your case study: What factors might have influenced the answers the person is giving you? Who else may be harmed?

Including Managing Risk In groups consider for your case study: Do you need to take any action to protect the person in the short term?

Including Gaining Consent You should seek consent to share information unless doing so would: Place a child at increased risk of significant harm Place and adult at increased risk of serious harm Prejudice the prevention, detection or prosecution of a serious crime Lead to unjustified delay in making enquiries about significant harm or serious harm

Including Gaining Consent You can share information without consent: In the best interest of a person lacking capacity (to understand the risks they face or capacity to understand the safeguarding process) In the public interest You must always balance a person’s right to safety with their right to confidentiality.

Including Woman in the.. Hospital If you came across her upset, what would you do to establish what the issue was? What would you do/say if she told you the nurse had touched her? What would you think about when considering making an alert? Care Home If you came across her upset, what would you do to establish what the issue was? What would you do/say if she told you the carer had been cruel to her? What would you think about when considering making an alert?

Including Multi-agency Process Devon Care Direct on Torbay Single Point of Contact on or Plymouth Adult Protection Team on or

Including Referral Process Take Information & Signpost or Refer Care Direct Initial Triage, Gather Further Information, & Signpost or Refer Care Direct Plus/ Complex Care Team Risk Assessment, Referral Decision & Recommendations Safeguarding Team

Including Investigation Process StrategyInvestigation/AssessmentCase Conference Review

Including Child Protection If you are concerned about a child or young person in Devon contact the MASH on or and give as much information as you can.

Including Final Questions?

Including Prevention is Better Than Cure Keep the course in context. Whilst there are some very worrying situations occurring everyday there is also good practice in all care environments Remember to vigilant and deal with things at the earliest opportunity. Whether it’s poor practice or abuse doing nothing isn’t an option. What will you do now?