Creating Safer Space Leadership Module

1 Creating Safer Space – Leadership Module

The Methodist Church

Creating Safer Space

Leadership ModuleSafeguarding Children,

Young People & Vulnerable Adults

Leadership Training

SECTION 1INTRODUCTION

TrainersName

NameRole

ChaplainName

The faith-based underpinning of safeguarding

Devotions

Creating Safer Space• The focus of the Foundation Module is

to promote awareness of possible safeguarding concerns and to equip people in relevant roles to feel confident to share with the appropriate person.

• The focus of the Leadership Module is to develop the knowledge, skills, understanding of those in the church with whom concerns may be shared.

The Creating Safer Space Leadership Module aims to:Enable Safeguarding Officers, Ministers and other leaders in churches to develop a deeper understanding of their role and responsibilities in relation to safeguarding and to develop confidence in carrying out this role.

By the end of the day participants will:• understand their role

and responsibilities• appreciate the Church’s commitment to safeguarding children, young people and adults; survivors of abuse and people who may be a risk to others

• have sharpened their awareness of the Methodist Church policies and procedures

on safeguarding• know about routes for referrals

• have reflected on the challenges of the leadership role for the Church

• know where to find resources, further help and guidance within and beyond the Church.

HousekeepingMobile Phones – silent or offToiletsFire ExitsRefreshment BreaksTimekeepingQuestion ParkAttendance Sheet H&S + Certificates

Looking after ourselves:• This training can be difficult for any of

us, at any time.• If you need a break, feel free to move

about or leave the room.• There is more than one trainer here, so

we can be free to spend time with you outside the main room if necessary.

• If this raises painful issues for you, share this with somebody you trust. Look after yourself!

We aim to:• listen without interrupting•respect the diversity, feelings, experiences and perspectives of others

• listen to differences in views and question in a constructive way that enables the group to learn

•respect confidentiality unless it puts others at risk

•take responsibility for our own learning and share as well as receive

•be aware of the potential impact of the subject on ourselves and others.

Children andyoung people

Adults who maybe vulnerable

Survivorsof abuse

The church’s unique focus: welcoming in safety

People who may be a risk to others but have expressed a

commitment to change

The Church’s unique focus in safeguarding A leadership role: • ensuring all are welcome in safety• keeping a balance• being aware of those who may be a risk• ensuring those who are a known risk

are monitored and supportedand…

Prevent

ProtectPromote

SECTION 2PROMOTE SAFEGUARDING

Promote: Where do I fit in?

Think of an example of when you have promoted a culture of safeguarding.

Promote: a leadership role • working towards a culture where

safeguarding is routine• developing a culture of informed

vigilance• valuing safeguarding work • creating safer spacesand ...

Promote Roles a leader might need to take on

• decision maker• enforcer• listener• mediator• negotiator• pastor

and…

Promote Resources to support the leadership role in safeguarding• Church

• national

• local

Promote Resources to support the leadership role in safeguarding

SECTION 3PREVENT ABUSE AND HARM

Premises People

Practice Policies

Prevent harm

Prevent: peopleA leadership role (1)

• knowing who to go to with concerns

• knowing people who may be a risk to others; passing on concerns to District Safeguarding

• awareness of diversity issues

• implementing safer recruitment.

Prevent: peopleA leadership role (2)• ensuring clear job/role descriptions

• avoiding boundary drift

• setting up and monitoring Covenants of Care

and ...

In an emergency worker may contact relevant authorities

directly and inform coordinator later

Someone else tells worker/volunteer who

tells coordinator

Worker /volunteertells coordinator of their

observationChild or vulnerable adult tells worker

/volunteer who tells coordinator

Coordinator may tell the relevant authority

People: Sharing concerns

Prevent: PeopleSafer Recruitment: employees and volunteers• job or role description/person

specification• references• panel interview• confirm identity• explore discrepancies • completion of appropriate vetting

procedures before beginning job or role.

• clear (minor ‘spent’ issues)• more information so any risk can be assessed:

the individual may need to stand downclear (after receiving more information) clear with conditions decision by SAP

• appeal

and...

Blemished disclosures: possible outcomes

Recognise Record

Refer Respond

Protect from harm

SECTION 4 PROTECT FROM HARM

Recognising abuse

Protect: recognisingTypes of abuse

• Physical• Emotional• Neglect• Sexual• Spiritual or

ritual

• Financial/ material

• Discriminatory• Institutional • Domestic

Protect: recognising A leadership role • knowing what to be concerned about• being observant• listening well• recognising patterns of behaviour• joining up different pieces of

information and...

ACTIVITY

Finkelhor’s stages in offending

Motivation

‘wanting to’

Internal Inhibitors

‘conscience’

External

Inhibitors

‘others creating opportunity’

VictimResistanc

‘doing it and getting away with

Groomi

Protect: four pre-conditions to abuse

Grooming: a definition

Grooming is a word used to describe how people who want to sexually harm children and young people get close to them, and often their families, and gain their trust.

Protect: recognisingGrooming in the church context: lessons learnt It happens at different levels

• individual• family• the Church community• those in influential positions

in the Church.It can happen over long periods of time.

SECTION 5PROTECT FROM HARM

Responding well

Protect: respondingA leadership role:• responding well to disclosure and to

concerns about abuse or harm• responding well to survivors• responding well to people who might

pose a risk • responding well to serious situations• responding well to the church

congregationand...

Protect: respondingChallenges to responding well: why the Church may not respond well to concerns• too difficult • ‘doesn’t happen in the Church’• the person/family concerned is respected• confidentiality is not understood• confusion about false allegations• wanting to keep it within the Church• needing to handle everything • not knowing who to go to• conflicting loyalties.

Protect: respondingA leadership role: responding well

…is often about ‘walking alongside’ people. It is primarily about listening and

not reacting with haste. It is not about judgment or imposing what we think is best for someone. It is about not feeling that we must have all the answers and not wanting to solve everything now.

The Archbishops’ Council (2011) Responding Well to those who have been sexually abused: policy and guidance for the Church of England

SECTION 5aPROTECT FROM HARM

Responding well to concerns

Protect: respondingA leadership role:Listening well to people who have concerns about possible abuse or harm helps them:• to remember • to make sense of what they experienced,

heard, saw or were told – to make connections

• to build up as full a picture as possible• to provide acknowledgement and affirmation

especially when sharing painful or difficult issues

and...

Protect: responding well to concernsA leadership role: Key listening skills• attention giving; active listening, non-

critical acceptance• ability to use different kinds of

questions• paraphrasing; reflecting back,

summarising and checkingand...

Protect: respectful uncertainty Check your impressionsThe concept of ‘respectful uncertainty’ developed from learning after the death of Victoria Climbié and combines • the critical evaluation of information• keeping an open mind• dealing with everyone with respect.Munro describes it as “Showing compassion but retaining an open and questioning mindset.”

Protect: responding wellDefensible decision-makingIn the context of the church this means taking decisions which:• are consistent with policy• are thoroughly thought through• are based on as reliable evidence as

possible• take things forward• have been recorded.

SECTION 5bPROTECT FROM HARM

Responding well to survivors

Protect: responding well to survivorsA leadership roleDeveloping an awareness of• the impact of abuse • what survivors find helpful or

difficult • the prevalence of abuse

and...

ACTIVITY

SECTION 5cPROTECT FROM HARM

Responding well to people who might pose a risk

Protect: responding well to people who might pose a riskA leadership role• identifying the pastoral needs of

all concerned • working with Covenants of Care • using ‘respectful uncertainty’ • being alert to ‘disguised

compliance’ and...

Protect: responding well to people who might pose a riskCovenants of care• small group at church and/or circuit

level• risk assessment • contract• meeting regularly, reviewing,

recording• training and support for the group• review of the contract • inform and annually report to the

Protect: understanding disguised compliance

Behaviour which gives the appearance or impression of co-operation to avoid raising suspicion, to mask abuse and to allay concerns.

Protect: dealing with disguised compliance • Use respectful uncertainty. • Avoid over-optimism.• Remember history and risk factors.• Don’t be over-influenced by dynamic factors. • Keep to your focus. • Maintain careful records.• Communicate openly in the Covenant of Care

group.• Check with the DSO if you are concerned.

SECTION 5dPROTECT FROM HARM

Responding well to serious situations

Protect: responding well to serious situationsA leadership role: immediate steps

• coordinate• inform • liaise • follow up• support• don’t forget your own support and...

SECTION 5ePROTECT FROM HARM

Responding well to the congregation

Protect: responding well to the congregationA leadership role• appreciate the impact of what has

happened• consider the consequences such as

loss of trust• use insights that can support this

thinking• plan with thoughtfulness • take care over information sharing and...

Protect: responding well to the congregationTwo useful models from Deidre Offord

• the Trauma Debrief

• the Grief Cycle

A leadership role: what can help • careful information sharing • educative input• worship focused on healing • addressing forgiveness• enabling healing recovery• thoughtfulness about future ministryand...

Protect: responding well to the congregation

Recording

Protect: recordingA leadership role• ensuring recording is done• modelling good practice • supporting people who may have

difficulty with writing • ensuring records are passed on• safe storage and...

Protect: recordingWhy keep records? They provide: • a note of what happened and who did

what• a history of events • continuity • accountability• evidence.

Protect: recordingWhat to record:• who was involved: the names of key

people• what happened: facts not opinions• where it happened • when it happened: date and time• how it happened• why it happened • whom it was referred to.

Protect: recordingChecklist for good practice: records should be structured legible clear and conciserelevant thoroughjargon-freenon-discriminatory in the person’s

own words

clear about what is included

written soon after the event

shared with the person they are about

up to datesigned, dated and

timed.

Protect: recordingA leadership roleWhat should be recorded? Some examples • Covenant of Care groups• issues of concern• supervision• changes in job roles. Storage: records must be held securely.

Referral

Protect: referralA leadership role• taking the lead in making a referral• supporting someone else to make a

referral • acting in an emergency• passing on a concern • knowing who to go to in agencies and

developing links• seeking advice/support from DSOand...

Protect: referralA leadership role: making a referral• telephone referral• be clear it is a safeguarding

concern• always confirm in writing • ensure follow up• be as persistent as necessary • ensure DSO is aware.

Protect: referralWhat you can do if professionals don’t respond:

• go to the next in the management chain

• follow up in writing • consult with another lead agency• use the Strategy Group• refer to the chair of the LCSB or ASB• discuss with the DSO• Persevere.

Protect: referral: when to reportConsider

• the person• the concern• public interest • necessity and proportionality.

Always• consult if possible• ensure your own support.

Information sharing: seven golden rules 1. Remember that the Data Protection Act

is not a barrier to sharing information.2. Be open and honest.3. Seek advice.4. Share with consent where appropriate. 5. Consider safety and well-being. 6. Necessary, proportionate, relevant,

accurate, timely and secure.7. Keep a record. Extract from HM Government Information Sharing: Guidance for practitioners and managers.

SECTION 8LOOKING AHEAD

AND CONCLUSIONS

Safeguarding: a leadership role

My anxieties

My resources

My supports

Safeguarding: a leadership role

Action planning• For me• The bigger pictureNext steps

Feedback

After the devotions, please take a couple of minutes to complete the

feedback form.

Please leave the form in the tray on the table before you leave.

Creating Safer Space

Leadership ModulePlease collect your certificate

Please place your feedback form

in the tray by the door

SECTION 3PREVENT ABUSE AND HARM

FOUNDATION MODULE REVISION

FOR THE LEADERSHIP ROLE Policies – Practice - Premises

Prevent: policiesPolicies are required by insurance

companies and the Charity Commissioners

A leadership role • knowing the policies and where to find them• ensuring they are actively used and not

gathering dust• guiding relevant people to them and through

them• ensuring polices are reviewed regularly and

kept up-to-dateand...

Prevent: policiesWhat are they ? Methodist Safeguarding Handbook• Safeguarding Children and Young

People• Safeguarding Adults• Practice Guidelines to support the

report Domestic Abuse and the Methodist Church Taking Action

• Model policies for churches• Recruiting Safely

Prevent: practiceA leadership role

• knowing the guidelines for good practice

• ensuring they are in place • ensuring they are implemented

and routinely followed• taking up issues appropriately • initiating action if necessaryand...

Prevent harm: premisesA leadership role• other groups using the Church (model

policies)• groups using the Church at the same

time • safer space • link with Health & Safety and...

Tea Break

Creating Safer Space Leadership Module

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