BRITISH GYMNASTICS Helen Monks Regional Welfare Officer - PowerPoint PPT Presentation

1 / 67
About This Presentation
Title:

BRITISH GYMNASTICS Helen Monks Regional Welfare Officer

Description:

Understand the meaning of a child focused' approach ... including penetrative (e.g. rape, buggery or oral sex) or non-penetrative acts. ... – PowerPoint PPT presentation

Number of Views:139
Avg rating:3.0/5.0
Slides: 68
Provided by: westyorksh
Category:

less

Transcript and Presenter's Notes

Title: BRITISH GYMNASTICS Helen Monks Regional Welfare Officer


1
BRITISH GYMNASTICSHelen MonksRegional Welfare
Officer
  • Safeguarding and Protecting Children
  • Awareness Training Module
  • September 2007

2
Safeguarding Children
Means safe gym for all A Common Sense Approach

3
Learning Outcomes
OHT 1
  • By the end of this workshop, you should be able
    to
  • Understand the meaning of a child focused
    approach
  • Identify and recognise the key principles of best
    practice
  • Identify and understand different forms of abuse
  • recognise and respond to the signs and indicators
    of child abuse
  • Identify appropriate action if concerns are
    raised
  • Course Materials
  • Candidates Pack current BG Policy

4
Learning Agreement
  • Child-focused approach
  • Confidentiality
  • Respect to other participants
  • Anti-discriminatory practice
  • Others?

5
Contents
  • Every Child Matters
  • Child-focused Approach
  • Duty of Care
  • Attitudes Values Poor Practice/Abuse
  • Identifying Concerns
  • Disclosure and Reporting
  • Discussion and closure

6
SESSION 1
  • EVERY CHILD MATTERS
  • A CHANGING CULTURE!

7
Every Child Matters
  • Relates to safeguarding the welfare of all
    children.
  • More than 4 million people in our country work
    with children and many more people volunteer.
  • You are one of them!
  • Every Child Matters is all about improving
    childrens lives through a reform of childrens
    services.
  • The Children Act 2004 provides the legal
    underpinning for Every Child Matters
  • At the heart of Every Child Matters are 5 key
    outcomes for children.

8
Every Child Matters Outcomes
  • The five outcomes are -
  • Be healthy
  • Stay safe
  • Enjoy and achieve
  • Make a positive contribution
  • Achieve economic well-being

9
Activity 1
  • What part can we play in helping children achieve
    the five outcomes?
  • Write down the ways in which you think your club
    can help in each of the 5 outcomes.

10
Achieving Outcomes
  • Be Healthy - encourage a healthy diet, plenty of
    sleep and exercise
  • Stay Safe have all procedures in place to
    minimise the possibility of harm and abuse. Be
    aware of indicators of abuse happening outside
    the gym.

11
Achieving Outcomes
  • 3. Enjoy and achieve make the gym experience as
    pleasurable as possible. Use sensible
    progressions to achieve realistic goals
  • 4. Make a positive contribution enable children
    to have a say in decision making. Encourage young
    people to become involved in coaching or
    officiating.

12
Achieving Outcomes
  • 5. Achieve economic well-being
  • try to enable disadvantaged or minority groups to
    participate in gymnastics. No child should be
    precluded from participation in sport.
  • Help children grow in confidence. A confident
    child is more likely to become a confident adult.
  • Developing transferable skills
  • Give children an interest for life which could
    possibly lead to a sport-related career.

13
SESSION 2
  • A CHILD-FOCUSED APPROACH

14
Children have rights!
  • The welfare of the child is paramount

15
Childrens Rights
  • When children come to your gym they have the
    right to be kept safe, enjoy their time in the
    gym and learn.
  • Activity 2
  • Write down other basic rights that children have
    when they are at your club/facility.

16
Do They Know They Have The Right?
  • To be safe
  • To be respected and treated fairly
  • To achieve their potential
  • To protect their own bodies
  • To say no
  • To get help against bullies
  • To tell
  • To be believed
  • To not have to keep secrets

17
Do They Know They Have The Right?
  • To speak without fear!
  • Help children to understand that in a
    whistle-blowing culture..
  • ITS OK TO TELL!

18
Listen to Children!
  • I expect
  • my coach
  • to .

19
  • What young people expect from their coaches
  • respect us
  • be qualified and know the sport
  • listen to us
  • encourage us and dont push us too hard
  • be a good role model for us
  • care about the sport and the gymnasts
  • NSPCC CPSU DVD Our Voice in Sport

20
Activity 3
  • What do you think child-focused means?
  • Can you write some points that demonstrate a
    child-focused approach?

21
Child focused means -
  • Listening to children and hearing what they say
  • Valuing and respecting each child as a unique
    individual
  • Encouraging and praising
  • Consulting
  • Giving children the opportunity
    to be involved in decision making

22
SESSION 3
  • DUTY OF
  • CARE

23
  • Appreciating the Duty of Care
  • The duty of care commences from the point of
    receipt of a child to the return to the
    parent/carer
  • The duty of care is non transferable
  • Always place the safety and welfare of the
    participants as the highest priority

24
Appreciating the Duty of Care
  • General duty of care
  • In loco parentis
  • Reasonable person test (how would a reasonable
    trained person behave?)
  • Safe environment
  • Appropriate physical/psychological development
  • Safe progressions
  • Exercising reasonable care
  • Provision of first aid
  • Compliance with the relevant legislation,
    Government guidance and NGB policy

25
Clubs must be aware that Parents have the right
to expect that the club to which they entrust
their children will provide appropriate care and
protection for them.
26
Activity 4
  • You are a caring parent and your child would like
    to join a gym club.
  • What sort of questions about safeguarding might
    you ask the Club Manager before your child joins?

27
Questions parents may ask
  • How do I know the adults here are suitable to
    work with children?
  • Is there a written code of behaviour?
  • Is there a welfare officer?
  • Are the coaches qualified?
  • If I am worried how can I voice my concerns?
  • Is there a Safeguarding Children Policy?
  • Is there a Health and Safety Policy?
  • Can I come and watch?
  • Will I be encouraged to play a part in the club?

28
Role of Welfare Officers
  • All clubs must have at least one Welfare Officer.
  • The Welfare Officer -
  • is the first point of contact for
  • raising concerns.
  • is responsible for the implementation
  • of safeguarding policies and procedures
  • at club level.
  • Helps to develop a child-focused environment.

29
SESSION 4
  • ATTITUDES VALUES POOR PRACTICE/ABUSE

30
Conduct Behaviour
  • Activity 5In respect of the list of behaviours,
    consider where do you feel they sit on a spectrum
    ranging from Excellent practice to practice that
    is harmful to children.

31
Continuum of Behaviour
  •  
  • Harmful Poor OK
    Good Excellent

32
Poor Practice
  • Common types of poor practice include
  • Inappropriate touching
  • Use of inappropriate language
  • Discrimination on the grounds of disability,
    race, ethnic origins, gender, religion, age,
    sexual orientation etc.
  • Bullying/ Harassment
  • Abuse of Position of Trust
  • Inappropriate use of photographic equipment or
    materials.
  • Unsafe environment
  • Failure to use appropriate, and safe practice
  • Providing inadequate supervision and/or care
  • In some circumstances, some of the above examples
    could be considered abuse and be against the law.

33
  • Best Practice in Sport
  • Always follow best practice identified in the BG
    policy
  • YOU MUST NOT
  • Spend time alone with children away from others.
  • Take children alone in your car
  • The above should be avoided EXCEPT IN
    EMERGENCIES
  • If cases arise where these situations are
    unavoidable, they should occur with the full
    knowledge and consent of someone in charge of the
    organisation and/or the childs parents, e.g. a
    child sustains an injury and needs to be taken to
    hospital, or a parent fails to arrive to pick up
    a child at the end of a session.
  • NEVER DEPART FROM THE PREMISES UNTIL YOU HAVE
    SUPERVISED THE SAFE DISPERSAL OF THE CHILDREN.

34
Position of Trust
  • A relationship of trust
  • One party is in a position of power or influence
    by virtue of position e.g. 16/17 year-old gymnast
    and their over-18 coach/club manager etc
  • Exploitation of position of trust
  • Even though sexual activity may be consensual it
    is unacceptable.

35
Position of Trust
  • Any situation or behaviour which may allow a
    sexual relationship between a person in a
    position of trust and an individual in their care
    must be avoided.
  • Any sexual relationship is unacceptable as long
    as the relationship of trust continues.
  • Any concerns relating to the above circumstances
    must be reported to BG HR Ethics Department or
    the appropriate Home Country Lead Officer.

36
Forms of abuse Emotional Physical
Neglect Sexual
  • Abuse can be carried out within the club, home or
    community.
  • It can be overwhelming when abuse is coming from
    more than one direction.

37
Emotional Abuse
OHT 15
  • Emotional abuse is the persistent emotional
    maltreatment of a child such as to cause severe
    and persistent adverse effects on the childs
    emotional development. It may involve conveying
    to children that they are worthless or unloved,
    inadequate, or valued only insofar as they meet
    the needs of another person. It may feature age
    or developmentally inappropriate expectations
    being imposed on children. These may include
    interactions that are beyond the childs
    developmental capability, as well as
    overprotection and limitation of exploration and
    learning, or preventing the child participating
    in normal social interaction. It may involve
    seeing or hearing the ill-treatment of another.
    It may involve serious bullying, causing children
    frequently to feel frightened or in danger, or
    the exploitation or corruption of children. Some
    level of emotional abuse in involved in all types
    of maltreatment of a child, though it may occur
    alone.
  • Working Together to Safeguard Children HM
    Government 2006

38
Emotional Abuse in Sport
  • This can also occur in a number of ways. For
    example, where
  • children are being shouted at or taunted
  • bullying is taking place
  • too much pressure is put on the gymnast

39
Bullying
OHT 16
  • Bullying is deliberate hurtful behaviour, usually
    repeated over a period of time, where it is
    difficult for those being bullied to defend
    themselves. Bullying can be verbal, written
    (often by text/e-mail/online) or physical.
  • Bullying might be by peers or by adults
  • All clubs should have an anti-bullying policy
    which children help to formulate.

40
Physical Abuse
OHT 13
  • Physical abuse may involve hitting, shaking,
    throwing, poisoning, burning or scalding,
    drowning, suffocating, or otherwise causing
    physical harm to a child.
  • Physical harm may also be caused when a parent
    or carer fabricates the symptoms of, or
    deliberately induces, illness in a child.
  • Working Together to Safeguard Children HM
    Government 2006

41
Physical Abuse in sport
  • performance enhancing drugs are used
  • when the nature and intensity of training exceeds
    the capacity of the childs immature and growing
    body
  • The child is given the wrong advice on diet and
    nutrition
  • the child is pressurised into losing weight.

42
Neglect
OHT 12
  • Neglect is the persistent failure to meet the
    childs basic physical and/or psychological
    needs, likely to result in the serious impairment
    of the childs health or development. Neglect may
    occur during pregnancy as a result of maternal
    substance abuse. Once a child is born, neglect
    may involve a parent or carer failing to
  • provide adequate food, clothing and shelter
    (including exclusion from home or abandonment)
  • protect a child from physical and emotional harm
    and danger
  • ensure adequate supervision (including the use of
    inadequate care-givers)
  • Ensure access to appropriate medical care or
    treatment
  • It may also include neglect of, or
    unresponsiveness to, a childs basic needs.
  • Working Together to Safeguard Children HM
    Government 2006

43
Neglect in sport
  • Neglect in a sports situation might also occur
    if a teacher or coach fails to ensure children
    are safe or exposes them to undue cold or risk of
    injury.

44
Sexual Abuse.
OHT 14
  • Sexual abuse involves forcing or enticing a
    child or young person to take part in sexual
    activities, including prostitution, whether or
    not the child is aware of what is happening. The
    activities may involve physical contact,
    including penetrative (e.g. rape, buggery or oral
    sex) or non-penetrative acts. They may include
    non-contact activities such as involving children
    in looking at, or in the production of, sexual
    online images, watching sexual activities, or
    encouraging children to behave in sexually
    inappropriate ways.
  • Working Together to Safeguard Children HM
    Government 2006

45
Sexual Abuse in sport.
  • Sports situations which involve physical contact
    (e.g. supporting or guiding children) could
    potentially create situations where sexual abuse
    may go unnoticed.
  • Abusive situations may also occur if adults
    misuse their power over young people.

46
SESSION 5
  • IDENTIFYING
  • CONCERNS

47
Activity 6
  • Identifying concerns
  • Consider the possible forms of abuse of children
    in terms of -
  • a) What you may see
  • b) What children may say
  • c) How children may behave

48
Typical Signs of Abuse
OHT 17
  • unexplained bruising or injuries, particularly in
    unusual places
  • an injury where the explanation seems
    inconsistent
  • sexually explicit language/actions/awareness
  • unexplained changes in behaviour
  • unable to make friends/ prevented from
    socialising
  • mistrust of adults with whom a good relationship
    is expected
  • variations in eating patterns over eating/loss
    of appetite
  • the child describes an act that appears to be
    abusive
  • something another child has said which could
    suggest abuse
  • the child becomes increasingly dirty and unkempt
  • loss of weight for no apparent reason
  • These signs may not be proof of abuse but should
    raise concerns. In addition you should be aware
    of behaviour changes or for a cluster of signs.

49

Activity 7
  • Amy and Tavi Stories
  • Consider the scenarios and discuss
  • Your feelings/emotions/concerns
  • What action you would take
  • Any other considerations

50
Responding to concerns
  • Report concern to the Welfare Officer
  • Poor practice must be challenged
  • The Welfare Officer must work with the club
    committee/management/coaching staff to address
    poor practice concerns
  • Report the concern to BG if the behaviour
    continues
  • Contact BG if the concerns are about Welfare
    Officer

51
Concerns
  • Some behaviours are
  • - Abusive
  • Unacceptable
  • Illegal
  • Breaches of policy/code of practice
  • It is not your role to decide but if you are
    concerned you must ensure your concern is
    reported.

52
Which of these has abused a child?
  • Do you know which one it is?

53
Can you tell?
  • No, it is impossible!

54
Who Sexually Abuses Children?
  • The Myth
  • Dirty old man
  • Loner
  • Weird-looking person
  • Single man with no children
  • Someone of low intelligence

55
Who Sexually abuses Children?(outside the family)
  • The reality
  • 70 were perpetrated by a boyfriend/girlfriend
  • 17 were perpetrated by 'someone I recently met'
  • 10 were perpetrated by a fellow student/pupil
  • 6 were perpetrated by a friend of their parents
  • 6 were perpetrated by a friend of their
    brother/sister
  • Less than 1 experienced abuse by professionals
    in a position of trust, for example a teacher,
    religious leader or care/social worker
  • Cawson et al. (2000) Child maltreatment in the
    United Kingdom a study of the prevalence of
    child abuse and neglect. London NSPCC.

56
How Abusers Target and Groom
  • Sexual abusers can be very clever
  • They may spend years grooming their target
  • They are often charismatic, lively people
  • They may go to great lengths to be popular
  • They are manipulative
  • They will not only groom their target, but also
    their families and others.
  • They may hold positions of power

57
How Abusers Target and Groom
  • They -
  • create one to one situations
  • develop special friendships
  • make promises of success
  • engage family, friends and other people of
    influence
  • use text, internet chat rooms
  • have special secrets
  • extend the relationship from the gym to
    socialising
  • Use gifts to buy affection

58
Activity 8 Case Study Peter and Jack
  • Your tutor will take you through the case of
    Peter and Jack.
  • At various points you will be asked if you have
    any concerns.
  • If you have concerns please raise them with the
    group.
  • Where concerns are raised what actions might be
    taken?

59
Everyones Responsibilities
  • Everyone is responsible for safeguarding
    children.
  • It is not your responsibility to decide whether
    or not a child is being abused
  • .but it is your responsibility to act if you
    have any concerns.
  • All concerns or allegations must be reported.

60
SESSION 6 Disclosure and Reporting
  • I want to tell you a secret..

61
Responding to a Child Making an Allegation of
Abuse
  • stay calm
  • listen carefully to what is said
  • find an appropriate early opportunity to explain
    that it is likely the information will have to be
    shared with others - do not promise to keep
    secrets
  • allow the child to continue at his/her own pace
  • only ask questions for clarification, to ensure
    you meet the threshold for referral to statutory
    agencies
  • reassure the child that they have done the right
    thing in telling you
  • tell them what you will do next and with whom the
    information will be shared
  • record in writing what was said using the childs
    own words as soon as possible - note date, time,
    any names mentioned, to whom the information was
    given and ensure the record is signed and dated.

62
Remember! Keep notes of the initial disclosure on
the same day as it happened. Hand write the
notes, sign and date them and write exactly what
the child has said, not what you think the child
has said. Do not probe if the child tells you
what happened, who did it, where it happened and
when write it down but do not ask if the
information is not disclosed. The initial
response to the child is critical. It is very
likely that you will be responding to concerns
raised by others a friend, another coach or a
parent. Take all concerns seriously.
63
Reporting A Concern Of Suspected Abuse
  • The first point of contact is the Club Welfare
    Officer.
  • If the W.O. is unavailable do not delay!
  • Report to BG and to Police or Childrens Social
    Care Services immediately.
  • Follow up with your written report to both the
    external agency and to BG.
  • It is everyones responsibility to safeguard
    children

64
Suspensions
  • Where a member is under investigation by the
    police and/or Childrens Social Care Services, BG
    will suspend the member until the case is
    resolved
  • British Gymnastics provides a support service for
    suspended members that includes the services of
    an independent Member Support Officer.
  • British Gymnastics also provides a free
    independent, confidential, over-the-phone
    counselling service for all members and their
    immediate families.

65
Discussion -Closure
  • Has awareness been increased?
  • Feed back welcome
  • Implementation Training is the next stage
  • Training for Welfare Officers
  • Links to GymMark scheme
  • Certificate of attendance
  • Further information from BG
  • Thank you for your input and support.

66
Thank you for caring about us!
67
Helen MonksRegional Welfare Officer
  • 07811 382 153
  • helendmonks_at_homecall.co.uk
Write a Comment
User Comments (0)
About PowerShow.com