1. Workshop 4 Being safe and boundaried

2. Being safe and boundaried
Workshop 4 – Being safe and boundaried
Being safe and boundaried
Learning objectives;
1. Understanding of the value and importance of supervision for your peer support programme
2. An understanding of the role of reflective practice in supervision
3. An understanding of how your peer support programme is positioned in the context of your setting’s safeguarding policies

3. What is supervision and who is it for?
Workshop 4 – Being safe and boundaried
What is supervision and who is it for?

4. Supervision for the peer mentors
Workshop 4 – Being safe and boundaried
Supervision for the peer mentors
Helping us find a direction How much is about the peer mentors, and how much is about the mentee? Reflecting on our practice; - What am I learning about myself being a peer mentor? - What am I learning about the role of peer support in general? Being and feeling safe. But it’s not just about the children and young people.

5. Supervision – who is it for?
Workshop 4 – Being safe and boundaried
Supervision – who is it for?

6. Developing a model and structure for supervision
Workshop 4 – Being safe and boundaried
Developing a model and structure for supervision
There can be different approaches to supervision – group or individual. Being consistent and making sure they are regularly timetabled. There should be a weekly opportunity for a peer mentor to have supervision. Notes should be made of what is discussed and safely stored in your setting Attendance should be noted /registered – is someone avoiding attending supervision? Shared commitment – sometimes it can help to have a contract between mentor and programme facilitator. Relaxed, Enjoyable and Engaging – the supervisor needs to be non-judgmental and modelling good mentoring practice (e.g. active listening, curiosity, displaying empathy, working alongside).

7. Template for group supervision
Workshop 4 – Being safe and boundaried
Template for group supervision
Timing
Topic
5 – 10 mins
Checking in – how are we all doing? How are we feeling?
Reminder - we can’t actively listen to others, if we are distracted by too much going on in our own lives
10 mins
What’s been going on?
A chance to check our notes from any sessions we have had
What are the goals, targets, objectives of our work so far?
Where are we up to?
How far have we got in the programme
Are we measuring progress
What next? How do we get there?
How to do we help the young people reach their goals
How much time do we have left?
Reflecting on our work
What have we learnt? How has this made us feel? What might we do differently next time? How might others have managed this situation?
Checking out
Making sure we have a clear idea of what we are doing next
Post Supervision
Always leave the door open for a peer supporter to approach you individually, as they may have not felt comfortable talking in the group.

8. Promoting a culture of reflective practice
Workshop 4 – Being safe and boundaried
Promoting a culture of reflective practice
Helpful questions for reflective practice and discussions. Thinking about your session with the young person you are supporting... - What went well? Checking in. - What was it about what you did that made this go well? - What does this say about what’s important to you as a peer mentor? - What do other people think? - What, if anything, could have been better? - What do you think was going on here? - What can you take from this discussion that may help you in your next session? - Any concerns to raise?

9. Reflective practice template
Workshop 4 – Being safe and boundaried
Reflective practice template
What situation/scenario do you wish to reflect on?
What is the most important thing you have learnt from this experience?
What would you do differently next time?
Has this experience highlighted any areas of training that you need explore further? How will this be addressed?
Summary of my discussion with supervisor

10. Supervision exercise

11. “How did you decide what you would wear to today’s training day?”
Workshop 4 – Being safe and boundaried
“How did you decide what you would wear to today’s training day?”

12. Supervision exercise debrief
Workshop 4 – Being safe and boundaried
Supervision exercise debrief
What did it feel like reporting back to the group as a peer mentor?
How easy was it for you get across what you wanted to say?
How did it feel to have someone else talking about what you might have said?
Do you feel you will be able to lead a group like this in your setting?
Please step out of your roles as peer mentors and mentees.

13. Key notes on boundaries, confidentiality and safeguarding
Workshop 4 – Being safe and boundaried
Key notes on boundaries, confidentiality and safeguarding
What do we mean by boundaries?
For the peer mentors, there is training about being a professional friend.
What about the role you have as a programme facilitator?
Do the peer mentors and their mentees feel sufficiently supported?
When can a CYP contact you as the programme facilitator?
What happens if a peer mentor is worried in the evening after a session?
How well supported are you as the programme facilitator?

14. Workshop 4 – Being safe and boundaried
Confidentiality
Needed for building trust But also need to be transparent about supervision and need to discuss material with the programme facilitator And to be clear that there are times when we need to break confidentiality … “What we talk about in these sessions [supervision or mentoring] will be treated confidentially within the peer support programme. However, there are times when I may need to break that confidence. These may be times when I am worried about you or others around you. In these situations, I will think with you about who we need to discuss this issue with.”

15. Workshop 4 – Being safe and boundaried
Confidentiality
Reasons for breaking confidentiality … When there may be risks to the young person from themselves When there may be risks from the young person to others When there may be risks to the young person from others

16. Safeguarding and seeking help
Workshop 4 – Being safe and boundaried
Safeguarding and seeking help
If a CYP does disclose something of concern in a session then remember;
You are probably doing something right.
You have created an environment / setting within which a young person felt able to talk.
Remember that the peer mentor will need supporting, as we as thinking about next steps for the mentee.
4. Work within the remit of the safeguarding policy in your setting.
5. Make sure you don’t work in isolation. Contact your Designating Safeguarding lead and they will advise you on your next steps.

17. Thinking about specific mental health disclosures
Workshop 4 – Being safe and boundaried
Thinking about specific mental health disclosures
Some disclosures may require a more specific response. An example about how you might respond if a CYP reveals a possible episode of self-harm. In all situations, firstly it is essential that you clarify with your local Designated Safeguarding Lead that you have permission to explore this matter further with the CYP

18. If you are not supervising, you are not safeguarding!
Workshop 4 – Being safe and boundaried
But remember ….
If you are not supervising,
you are not safeguarding!