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Safeguarding training for tutors (Cambs ACL)
 

Safeguarding training for tutors (Cambs ACL)

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Adult Safeguarding in Adult Learning & Skills: Online course for tutors in Cambridgeshire Adult Learning & Skills

Adult Safeguarding in Adult Learning & Skills: Online course for tutors in Cambridgeshire Adult Learning & Skills

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  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager
  • If in doubt talk to your centre manager

Safeguarding training for tutors (Cambs ACL) Safeguarding training for tutors (Cambs ACL) Presentation Transcript

  • Adult Safeguardingin Adult Learning & Skills On line course for tutors in Adult Learning and Skills If in doubt talk to your centre manager
  • Objectives At the end of this course you will:• Understand why staff in Adult Learning have to implement Adult Safeguarding• Know the procedures for implementing Adult Safeguarding within adult learning• Have developed skills in recognising and managing Adult Safeguarding situations 2If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adult Safeguarding ResourcesYou need to have your Adult Safeguardingresources folder provided by your centremanager with you when you follow thison-line course. It will be referred to later inthis course 3 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Tutor Resources Folder contents: • Handout of slides A copy of this on-line course • E safety guidelines Guidance for tutors and learners using the Internet 7. Incident report form Form to copy and use to record details of incidents • Contact details Contact details of key people and agencies Please read through carefully and keep folder in a safe place 4If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Why is Adult Safeguarding relevant to Adult Education? 5If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Brief history of Adult SafeguardingA series of high profile deaths to vulnerableadults, caused by abuse where agencies wereproviding support but not communicating andtaking responsibility. These cases led toGovernment guidance “No Secrets”No Secrets (Adult Protection) - Wikipedia, the free encyclopaediaThis guidance is for agencies such as police,local authorities, housing associations,homelessness, health services, education, to try to ensure “joined up” services. 6If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adult Safeguarding LegislationStandards of care for vulnerable adults in receipt ofadult social care, has been regulated primarilythrough the Care Standards Act 2000Care Standards Act 2000 - Wikipedia, the free encyclopaediaand more latterly the Adult SafeguardingVulnerable Groups Act 2006Adult Safeguarding Vulnerable Groups Act 2006 - Wikipedia, the free encyclopaedia Abuse within the community, unless perpetratedby paid domiciliary workers, is addressed throughthe No Secrets guidance. 7If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Regulation Social and health care are regulated through the CQC (Care Quality Commission) Education is regulated by Ofsted and Adult Safeguarding is a very high priority. In an Ofsted inspection, if Adult Safeguarding arrangements are not good, it is possible for an adult learning service to get an overall grade 4 - inadequate 8If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adult Safeguarding ArrangementsAdult Learning and Skills inCambridgeshire County Councilintegrates a wide range of Adult Safeguardingservices to ensure that Adult Safeguarding isembedded into the whole service to ensurethat learners are safe 9If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Integrated Adult Safeguarding Practices• Partnership working with County Council Adult Safeguarding Team• Adult Learning and Skills policy and procedures in place – on Wikki for tutors• Trained designated Adult Safeguarding officers 10 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • •Trained managers (two-days with resourcesfolder)•Trained staff and tutors (short session withresources folder)•All staff enhanced CRB checked•Informed learners (induction – statement ofsafety)•Ofsted inspection – evaluation and improvement
  • Adult Safeguarding is everyone’s business• Adult Safeguarding should not be thought of as a bolt on to the work you do, but seen as integral or central in all the work you do with individuals.• Adult Learning tutors have a Duty of Care for their learners. This duty is discharged by complying with the guidance on this course. 12 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Vulnerable AdultsThe official definition is all adults aged 18 andabove who are or may be in need of communityservices by reason of mental or other disability,age or illness and who are, or may be unable totake care of themselves, or unable to protectthemselves against significant harm or exploitation. 13 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adult learners rarely disclose a disability orlearning difficulty when they enrol, so often thereare vulnerable adults in classes who we don’tknow aboutAny adult can become vulnerable at any time. Forexample as victims of domestic abuse, illness orfamily breakdown
  • The advice to tutors and other staff isthat all adult learners are regarded aspotentially vulnerable.This short on-line course is designed to give tutorsknowledge about Adult Safeguarding, to raiseawareness of their responsibility and to give basicskills in dealing with adult learners who displaysigns of abuse or disclose to the tutor or to otherlearners. 15If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • What is abuse? Abuse is a violation of an individual’s human and civil rights by any other person or persons• Abuse may consist of single or repeated acts.• It may be an act of neglect or an omission to act.• Abuse can occur in any relationship and may result in significant harm to, or exploitation of, the person subjected to it. 16If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Categories and Indicators of Abuse • Physical abuse Physical abuse is abuse involving contact intended to cause feelings of intimidation, pain, injury, or other physical suffering or bodily harm. • Sexual abuse Sexual abuse is the forcing of undesired sexual behaviour by one person upon another, when that force falls short of being a sexual assault. The offender is referred to as a sexual abuser or (often pejoratively) molester. • Psychological abuse Psychological abuse, also referred to as emotional abuse or mental abuse, is a form of abuse characterised by a person subjecting or exposing another to behaviour that is psychologically harmful. Such abuse is often associated with situations of power imbalance, such as abusive relationships, bullying, child abuse and in the workplace. 17 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • 1. Financial or material abuse Financial abuse is, for example, illegal or unauthorized use of a person’s property, money, pension book or other valuables (including changing the persons Will to name the abuser as heir), often fraudulently obtaining power of attorney, followed by deprivation of money or other property, or by eviction from own home. 3. Neglect and acts of omission Neglect is a passive form of abuse in which the perpetrator is responsible to provide care for a victim who is unable to care for oneself, but fails to provide adequate care to meet the victims needs, thereby resulting in the victims demise. 5. Discriminatory abuse Discriminatory abuse involves picking on or treating someone unfairly because something about them is different, for example ethnicity, age, disability, appearance, social class 18If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • 1. Poor professional practice Professional abuse is a failure to discharge professional responsibilities to a vulnerable adult. Professional abusers take advantage or their client’s or patient’s trust, exploit their vulnerability, do not act in their best interests, fail to keep professional boundaries, 4. Institutional abuse Institutional abuse can typically occur in a care home, nursing home, acute hospital or in-patient setting. It can be defined as any category of abuse that is part of the culture of the institution and is behaviour accepted as normal by staff. 19If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • 1. Domestic violence abuse Domestic abuse can be broadly defined as a pattern of abusive behaviours by one or both partners in an intimate relationship such as marriage, dating, family, friends or cohabitation. Typically it can include physical violence, sexual abuse, emotional, financial, social, stalking, 4. Significant Harm Abuse causing serious harm including the impairment of, or an avoidable deterioration in, physical or mental health; and the impairment of physical, emotional, social or behavioural development". Real abuse cases are usually a mixture of different categories. For example domestic violence can also be one or all of physical, sexual or psychological abuse 20If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • The Adult Learning and Skills Service provides learning tohundreds of vulnerable adults with disabilities and learningdifficulties within the Adults with Learning Difficulties and/orDisabilities (ALDD) and Family Learning programmesThese learning programmes are specially designed toprovide support for each learner according to their needsand are staffed by staff with specialist skills and knowledgeThe learning programmes for these adults typically preparesthem for independent life and work, and improve reading,Writing and maths in families. 21If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Around 80% of the 12,500 or so adults enrol in Informal AdultLearning (IAL) adult learning classes in Cambridgeshire,including art and craft, exercise and sport and modern foreignlanguagesIf an adult enrolling on an IAL class discloses a disability orlearning difficulty on the enrolment form, the centre managerwill make appropriate arrangements with the course tutor tosupport the learner,However, most learners with a disability or learning difficultiesdon’t disclose and start an IAL course with no extra support andWith the Centre Manager and tutor being unaware of any supportneeds. 22 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Tutors should be vigilant! At the start of the course and during the early sessions in particular look out for learners who appear to have characteristics of vulnerable adults 23If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Who are we wanting to safeguard?All adult learners but particularly:Older adults who are frailThey may be more likely to fall, get injured, ill or overstretchthemselves physically and mentally to keep up with others.Seeing and hearing may be more difficult. They could besuffering from Dementia 24 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Mental ill-healthAdults with mental health difficulties do enrol for coursesoften without disclosing their condition because they feelit has no relevance to their attendance in the class. Thishappens regularly particularly in art, craft and exerciseclasses which are recognised for improving poor mentalhealth
  • Adults with physical disabilitiesThese learners will often disclose because their disability canbe visible. Centre managers will ensure that these learnershave good physical access to classrooms, e.g. by ensuringwheelchair access. A Personal Emergency Evacuation Plan(PEEP) will be put in place, to ensure safe evacuation in theevent of an emergency such as a fire 26If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adults with sensory impairmentsThese adults may just need to sit nearer the front so thatthey can hear or see better. A hearing loop can beprovided for learners with hearing impairment, and thereare special accessibility facilities on computers for learnerswith impaired sight. Tutors may want to ensure that audiois loud and font sizes are large on Power Point, or onhandouts (minimum font size 12). 27If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adults with learning difficultiesThis definition covers a wide range. Most likely tutors willencounter learners who have difficulty with reading, writingand/or maths. Depending on the subject and the level of thelearning difficulty this may or not impair learning. For exampleDyslexia could impair learning in creative writing but possiblynot in an exercise class. 28 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adults who misuse substancesAlcohol and drug abuse are on the increase. No learner islikely to disclose such a problem on enrolment. Howeverreports of intoxicated learners happen occasionally, andthe tutor has a duty of care to all learners during the class. 29If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Adults whose behaviour or condition putsthem at risk of abuseAgain this definition covers a wide range. Some people haveunusual personalities; they may talk a lot or speak at aparticular pitch; speak with a foreign accent or regional dialect;have unusual or awkward body language, dress differently,have a visible disability etc. 30 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • All adult learners can be vulnerable and can suffer abuseWhere abuse is suspected, discovered or disclosed it mustbe recorded & reported to the Centre Manager, member ofstaff on duty or the Designated Adult Safeguarding Officer –contact details in resources folder 31If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Possible abuse – what a tutor might observe physical and emotional/behavioral indicators such as: Reoccurring bruising - new bruises turning yellow with new ones appearing •Body language changing substantially from open and confident to closed and withdrawn •Hearing a learner using discriminatory language targeted on another learner •Seeing a learner upset after verbal or physical contact with another •See a learner recoiling after being touched by another.If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  •  Overhear a learner making a sexually explicit remark to another, who reacts badly • See learners arguing where one gives the other money or property • One learner or learners push or strike another • Disclosure - a learner approach another learner or the tutor in distress and ask for help with a possible case of abuse.If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • What you should doTry to meet the learner after the class in a quiet placeusing the advice on interviews given on later slideshereIf it is not possible to meet the learner or you wouldprefer not to, you must report the situation to your centremanager, member of staff on duty or the DesignatedAdult Safeguarding Officer – contact details in resourcesfolderIf in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • If you think that the learner is in immediate danger of serious harm! phone the Police on 999 You will not be criticised for a false alarmIf in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Talking to a learner who has disclosed (1)• Take notes / make notes – incident report form• Talk to your learner as quickly as possible after event• Ask learner to Tell, Explain, Describe (TED) – free narrative and free recall• Tell learner in their interest you might not be able to keep what they tell you to yourself. In this situation you have a duty of care and must report this incident to your centre manager or designated Adult Safeguarding officer. 36 If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Talking to a learner who has disclosed (2)• Record what the person asked and what they said in their words• Try to use open questions and avoid leading questions• Avoid complex and multiple questions• Consider acquiescence and positive bias on part of person• Speak to learner individually – in discrete, secure place• If you judge the learner is in immediate danger of serious harm call the police on 999If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Be Mindful When you talk to a learner who has disclosed possible abuse, or you think could be a victim of abuse, you need to be aware of the sorts of feelings and fears they may have. 38If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • A possible victim of abuse may•Be too ashamed and embarrassed to speakabout their experience•Be unable to leave a situation, due to coercion• Have a lack of understanding of who can help•Don’t know their experience is abusive•Believe they are trapped - there are no options• Need the support of their abuser and wish tostay with them
  • What happens next?• After you have reported the situation, you may not be involved any further as the Designated Adult Safeguarding Officer will work with Adult Social Care to investigate• However it is possible that you will be interviewed as part of an investigation 40If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • E Safety/E Adult SafeguardingIf you are teaching ICT, e-safety should be built into your course content; particularly if you know you are teaching vulnerable adults.If you are using the internet in the classroom, or encouraginglearners to go online outside of the classroom, you need toensure that your learners have an awareness of e-safety issues. Please use the E-Safety Practice Guidance in your folder
  • Be assuredyou will receive all the support you need from yourCentre Manager, the Designated Adult SafeguardingOfficer and Adult Social Care staff. You will never becriticised for any action you have takenthat complies with these guidelines
  • Fictional Case Studies In Adult Learning 43If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Case Study 1 – Ballroom dancingA ballroom class attracts mainly couples. One particular couple has caughtthe eye of the tutor because of unusual behaviour. They were regularattendees, but when practising the dancing in the class, the couple constantlybickered and on one occasion the tutor saw the man violently push thewoman (Grace) away. She looked embarrassed but quickly resumed herstance with her partner as if nothing had happened. In the 3rd week of theclass, the tutor noticed some bruising around the women’s eyes, and shelooked particular despondent. On the 4th week unusually for her, the womanwas wearing trousers and had a slight limp. The tutor light heartedlycommented on this to which Grace dropped her head and mumbledsomething about a trip. Subsequent lessons brought more signs of“accidents”, like a cut eye and bruised had. It was now week 7.If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Case Study 2 – Exercise class In an exercise class an adult learner with learning disabilities (Bridget) enrolled with her Mother. Bridget’s health check showed that she was fine to do the exercise in the class, as she had no physical disabilities etc. The Centre Manager had no record on Bridget’s condition and the disability box had not been ticked on the enrolment form. During a break, Bridget made a beeline for the Tutor to chat. During the conversation Bridget said “my Nana gives me £5 every week but my mum nicks it for cigarettes”If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Case Study 3 – Horticulture class A Centre Manager (Miriam) is checking the classes on the first night of the Adult Education programme. She looks outside at the Horticulture class which was having its first practical session in the school’s allotment. The tutor was a young enthusiastic woman (Jill) who worked full time during the day as a landscape gardener, but was still receiving care for a mental health problem. Miriam was aware of Jill’s condition and was happy to employ her and contribute to her recovery which was advanced. Miriam decided to watch for a while out of sight of the learners. To her horror Miriam witnessed two of the male learners making sexual gesticulations behind Jill’s back. Although Jill could not see what was going on she sensed something from the body language of the learners she could see, and looked confused and uncomfortable. Miriam decided not to do anything about this. The day before the third class, Jill phoned Miriam and resigned. Her speech was slurred and she sounded in great distress, although she would give no reason for her resignation.If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Do you now …• Understand why staff in Adult Learning have to implement Adult Safeguarding• Know the procedures for implementing Adult Safeguarding within adult learning• Have developed skills in recognising and managing Adult Safeguarding situations 47If in doubt about a Adult Safeguarding issue talk to your centre manager or use the contact details in your resources folder
  • Please complete the assessment questionnaire