Soccer School Training<br />Jack Bond<br />
   1.<br />Academic Mentor Training<br />   2.<br />Child Protection Training<br />   3.<br />Completing your CRB<br />
1. Academic Mentor Training<br />
OurAims<br />Academic performance<br />Character Development<br />Raising Aspirations<br />
Project Description<br /><ul><li>11 – 16 year old
Why do young people come to the Soccer School?
Referred
MMP
6 – 8:30pm
6 – 7pm Academic Mentoring
7 – 8pm Football coaching</li></li></ul><li>FootballCoaching and Tour of School<br /><ul><li>Michael Bakare, Head Football...
Tour of school, opportunity to talk to Michael</li></li></ul><li>LiteracySupport<br />A common exercise will be a reading ...
LiteracySupport<br />A<br />B<br />
English Refresher 1<br />Layout – present clearly <br />Get the young people to take pride in their work<br />Full sentenc...
English Refresher 1<br />i.e. <br />arsenal were terrible against West brom on Saturday and Koscielny cannot defend to sav...
English Refresher 2<br />Variation <br />i.e. he said he said he said<br />The man exclaimed, shouted, screamed, laughed…<...
English Refresher 3<br /><ul><li> Tick correct spelling</li></ul><br /><br /><br /><br /><br />T e u s d a y<br />
Whatismentoring? <br />“A one-to-one, non-judgemental relationship in which an individual voluntarily gives their time to ...
Whatismentoring? <br />‘One-to-one’ - ReachOut! is a group programme but the mentoring is one-to-one.<br />‘Support and en...
Whatmakes a good mentor? <br />Task: In your groups discuss and write down what    	   qualities/attributes do good mentor...
Skills of a Mentor<br />Be positive<br />Be reliable<br />Be a good listener<br />Show interest<br />Be approachable<br />...
Listening<br />Task: Do we listen just with our ears?<br />Instructions:<br />		1. Get in pairs<br />		2. One person be A ...
CommunicationSkills and workingwithyouthpeople<br />Listening!<br />Demonstrate you are listening<br />Eye contact<br />Bo...
Boundarieswhenworkingwithyoungpeople<br />The term boundaries refers to the limits we place around our personal space. <br...
Boundarieswhenworkingwithyoungpeople<br />Therefore setting clear boundaries is vital in maintaining a professional relati...
Boundaries<br />Task 1:In your groups discuss and write down how 	       boundaries may be overstepped in a  mentoring    ...
Issuestothinkabout<br />Behaviour <br />Play fighting<br />Language: i.e swearing, insulting terminology<br />Greetings…wh...
The Mentor-Menteerelationship<br />Task: In your groups imagine the blue string symbolises 		    the mentee and the white ...
The Mentor-Menteerelationship<br />Bomb Disposal…<br />
The Mentor-Menteerelationship<br />Venn diagram relationship<br />
The role of the Mentor<br />What does a ReachOut! mentor actually do?<br />Be reflective<br />Ask yourself what went well,...
2. Child Protection Training<br />
ChildProtection<br />What your role is<br />Types of abuse<br />Procedures and referrals<br />
What are youexpectedto do<br />Mentors are NOT expected to:<br />act as child protection workers<br />be trained to interv...
Types of Abuse<br />Physical abuse<br />Emotional abuse<br />Sexual abuse<br />Neglect<br />
Physical abuse<br />Hitting, shaking, throwing and any other action that has the intention of physically harming a child<b...
Commonsymptoms of physical abuse<br />Unexplained bruising, marks or injuries on any part of the body<br />Bruises that re...
Emotional abuse<br />Persistent emotional ill-treatment<br />May involve making the child feel worthless, unloved or in so...
Commonsymptoms of emotional abuse<br />Developmental delay, either in terms of physical or emotional progress<br />Neuroti...
Sexual abuse<br />Forcing or enticing children or young people to take part in sexual activities, irrespective of whether ...
Commonsymptoms of sexual abuse<br />Pain/bruising near genital/anal areas<br />Fear of being left with a specific person. ...
Neglect<br />Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to resu...
Commonsymptoms of neglect<br />Constant hunger, sometimes stealing food from other children<br />Constantly dirty or smell...
Referrals and Procedures<br />If you have any concerns about a young person you should speak to a ReachOut! member of staf...
Referrals and Procedures<br />If a young person makes a disclosure about abuse to you follow the four Rs:<br />1. React<br...
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Soccer school training_2011

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Soccer School Training by Jack Bond

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Soccer school training_2011

  1. 1. Soccer School Training<br />Jack Bond<br />
  2. 2. 1.<br />Academic Mentor Training<br /> 2.<br />Child Protection Training<br /> 3.<br />Completing your CRB<br />
  3. 3. 1. Academic Mentor Training<br />
  4. 4. OurAims<br />Academic performance<br />Character Development<br />Raising Aspirations<br />
  5. 5.
  6. 6. Project Description<br /><ul><li>11 – 16 year old
  7. 7. Why do young people come to the Soccer School?
  8. 8. Referred
  9. 9. MMP
  10. 10. 6 – 8:30pm
  11. 11. 6 – 7pm Academic Mentoring
  12. 12. 7 – 8pm Football coaching</li></li></ul><li>FootballCoaching and Tour of School<br /><ul><li>Michael Bakare, Head Football Coach
  13. 13. Tour of school, opportunity to talk to Michael</li></li></ul><li>LiteracySupport<br />A common exercise will be a reading comprehension followed by a series of questions.<br />i.e.<br />
  14. 14. LiteracySupport<br />A<br />B<br />
  15. 15. English Refresher 1<br />Layout – present clearly <br />Get the young people to take pride in their work<br />Full sentences<br />Capital letters, full stops, commas and apostrophes…<br />
  16. 16. English Refresher 1<br />i.e. <br />arsenal were terrible against West brom on Saturday and Koscielny cannot defend to save his life and we were poor in attack and I wasted all my money<br />A<br />B<br />.<br />.<br />.<br />i.e. <br />Koscielny mistake was awful.<br />Fabregas goal was amazing.<br />'s<br />'<br />
  17. 17. English Refresher 2<br />Variation <br />i.e. he said he said he said<br />The man exclaimed, shouted, screamed, laughed…<br />Break up complicated words<br />
  18. 18. English Refresher 3<br /><ul><li> Tick correct spelling</li></ul><br /><br /><br /><br /><br />T e u s d a y<br />
  19. 19. Whatismentoring? <br />“A one-to-one, non-judgemental relationship in which an individual voluntarily gives their time to support and encourage another. This relationship is typically developed over a time of transition in the mentee’s life, and lasts for a significant and sustained period of time.”<br />
  20. 20. Whatismentoring? <br />‘One-to-one’ - ReachOut! is a group programme but the mentoring is one-to-one.<br />‘Support and encourage another’ – competence and character building, developing confidence and self esteem.<br />‘Significant and sustained period of time’ – ReachOut! has a defined end date, but you can carry on if appropriate. Ongoing participation is key, from both parties!<br />
  21. 21. Whatmakes a good mentor? <br />Task: In your groups discuss and write down what qualities/attributes do good mentors have.<br />
  22. 22. Skills of a Mentor<br />Be positive<br />Be reliable<br />Be a good listener<br />Show interest<br />Be approachable<br />Be non judgmental<br />Be realistic<br />Be patient (short and long term)<br />Set a good example – always!<br />
  23. 23. Listening<br />Task: Do we listen just with our ears?<br />Instructions:<br /> 1. Get in pairs<br /> 2. One person be A and the other B<br /> 3. A must talk to B for one minute (about anything A desires)<br /> 4. B cannot respond in any way<br />
  24. 24. CommunicationSkills and workingwithyouthpeople<br />Listening!<br />Demonstrate you are listening<br />Eye contact<br />Body language<br />Relay information (short and long term)<br />Talking to children<br />Appropriate language<br />Tone of voice<br />Encouraging them to focus<br />Sit alongside a child (at a right-angle if possible)<br />Positive attitude<br />
  25. 25. Boundarieswhenworkingwithyoungpeople<br />The term boundaries refers to the limits we place around our personal space. <br />We have different types of relationships in our lives. Including family, friends and work relationships.<br />Does our behaviour change in each of these relationships?<br />You could break up these relationships into these broad categories: social, personal and professional. <br />Are these mutually exclusive relationships?<br />Therefore when mentoring which category of relationship (social, personal and professional) would you experience? <br />We do have a social/personal relationship with our mentees, would that make your mentee your friend?<br />
  26. 26. Boundarieswhenworkingwithyoungpeople<br />Therefore setting clear boundaries is vital in maintaining a professional relationship with children<br />Otherwise your role/relationship could be confused<br />Leading to a detrimental relationship<br />In what ways do we limit the space around ourselves?<br />Personal information we decide to disclose<br />The way we behave (others often respond accordingly)<br />Our physicality with others<br />Therefore we need to decide what our boundaries are when working with children & how to manage them…<br />
  27. 27. Boundaries<br />Task 1:In your groups discuss and write down how boundaries may be overstepped in a mentoring relationship.<br />Think about how a mentor could overstep boundaries and how a young person could overstep boundaries.<br />Task 2:In your groups discuss and write down what strategies you could implement to set boundaries or to re-set boundaries. <br />
  28. 28. Issuestothinkabout<br />Behaviour <br />Play fighting<br />Language: i.e swearing, insulting terminology<br />Greetings…what’s appropriate?<br /> Mentor’s personal disclosures<br />i.e. Fighting, drugs<br />Good rule…honesty – why are you telling your mentee something? <br /> Mentee’s personal disclosures<br />When is something putting them in danger you must inform others<br />However is danger always clear? <br />Sometimes, but sometimes not ( i.e. drugs, sex)<br /> You are the mentor and your behaviour should be a model of the behaviour you expect in your relationship with young people<br /> Boundary setting (re-setting)<br />Strategy<br />
  29. 29. The Mentor-Menteerelationship<br />Task: In your groups imagine the blue string symbolises the mentee and the white the mentor.<br />How would you lay out the string to represent a professional mentor-mentee relationship?<br />
  30. 30. The Mentor-Menteerelationship<br />Bomb Disposal…<br />
  31. 31. The Mentor-Menteerelationship<br />Venn diagram relationship<br />
  32. 32. The role of the Mentor<br />What does a ReachOut! mentor actually do?<br />Be reflective<br />Ask yourself what went well, what could I have done to make that better<br />Ask your project leader for support<br />Be yourself<br />
  33. 33. 2. Child Protection Training<br />
  34. 34. ChildProtection<br />What your role is<br />Types of abuse<br />Procedures and referrals<br />
  35. 35. What are youexpectedto do<br />Mentors are NOT expected to:<br />act as child protection workers<br />be trained to intervene in cases of suspected child abuse<br />BUT:<br />Refer any disclosures or concerns they may have <br />
  36. 36. Types of Abuse<br />Physical abuse<br />Emotional abuse<br />Sexual abuse<br />Neglect<br />
  37. 37. Physical abuse<br />Hitting, shaking, throwing and any other action that has the intention of physically harming a child<br />Parent or carer feigning or deliberately causing ill-health to a child. This is called fabricated or induced illness abuse<br />
  38. 38. Commonsymptoms of physical abuse<br />Unexplained bruising, marks or injuries on any part of the body<br />Bruises that reflect the hand marks or fingertips (slapping or pinching) <br />Cigarette burns/scalds <br />Broken bones <br />Changes in behaviour may include fear of parents being approached, aggressive behaviour, flinching when approached or touched or depression<br />
  39. 39. Emotional abuse<br />Persistent emotional ill-treatment<br />May involve making the child feel worthless, unloved or in some way inadequate (or only adequate when they meet the requests of another person)<br />May involve the children feeling frightened or in danger <br />Or the exploitation or corruption of a child<br />
  40. 40. Commonsymptoms of emotional abuse<br />Developmental delay, either in terms of physical or emotional progress<br />Neurotic behaviour eg sulking, hair twisting, rocking <br />Being unable to play or fear of making mistakes<br />Self harm<br />
  41. 41. Sexual abuse<br />Forcing or enticing children or young people to take part in sexual activities, irrespective of whether the child is aware of, consents to, what is happening. <br />These activities may include physical contact, which can be either penetrative, such as rape, or non-penetrative such as fondling.<br />Sexual abuse can also involve non-contact activities such as children being shown or involved in the production of, pornographic material.<br />
  42. 42. Commonsymptoms of sexual abuse<br />Pain/bruising near genital/anal areas<br />Fear of being left with a specific person. <br />Sexual drawings or language (age consideration!)<br />Self harm or mutilation, sometimes leading to suicide attempts. <br />Not allowed to have friends <br />Acting in a sexually explicit way towards adults<br />
  43. 43. Neglect<br />Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. <br />
  44. 44. Commonsymptoms of neglect<br />Constant hunger, sometimes stealing food from other children<br />Constantly dirty or smelly<br />Complaining of being tired all the time<br />Having few friends<br />Mentioning that they are being left alone or unsupervised<br />
  45. 45. Referrals and Procedures<br />If you have any concerns about a young person you should speak to a ReachOut! member of staff. <br />The first person you speak to should be you Line Manager, if not you can speak to:<br /> Frances Blackwell (ReachOut! London’s Designated Child Protection Officer)<br /> John O’Donnell (ReachOut!’s Designated Child Protection Officer)<br /> Go straight to Social Services<br />Contact information will be sent to you via email following training.<br />
  46. 46. Referrals and Procedures<br />If a young person makes a disclosure about abuse to you follow the four Rs:<br />1. React<br /> - stay calm and do not let your distaste to show (The Abuse Dichotomy)<br /> - young person should be aware of confidentiality issues <br /> - no leading questions<br />2. Record<br /> - In young person’s terminology<br /> - Get key facts (not opinion)<br />3. Refer<br /> - To your Line Manager or to someone<br /> - Refer ASAP – do not wait!<br />4. Reflect<br /> - look after yourself<br />Do not talk to anyone else – except the person you have referred the issue to – at ReachOut! especially not the parents/carers.<br />
  47. 47. Do´s and Don´ts<br /><ul><li> Donot be alone with a young person
  48. 48. Encourage good practice</li></li></ul><li>3. Completing your CRB<br />
  49. 49. CRB<br />Write in black pen only<br />Fill in highlighted questions and if you answer ‘yes’ answer the question below<br />i.e. Question 20: if you do have an NI no. tick yes and then fill out the NI no. in Question 21.<br />3. Do not answer questions 28, 30 or 50<br />
  50. 50. CRB<br />4. Address history<br /> - The dates have to match up exactly.<br /> - If you moved out of an address in March 2008 you have to write where you were from exactly March 2008.<br />5. If you have lived at more than two addresses in the past five years you should write this on a separate piece of paper in this format:<br />Jack Bond's address history:<br />  <br /> January 2010 - Present - 56 Basette Street, Kentish Town, NW5 4TW<br /> May 2007 - January 2009 - 4 Lombard Grove, Fallowfield, Manchester, M14 2XY<br /> February 2004 - May 2007 – 10 Downing Street, London, SW1A 2<br />  <br />6. If you have been convicted of a criminal offence or received a caution, reprimand or warning please discuss this with me. A criminal conviction/caution does not automatically disqualify you from volunteering with ReachOut! but it is something that we need to know about and take into consideration.<br />
  51. 51. THANKS FOR YOUR SUPPORT!<br />

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