La Escuelita is an after-school program that provides mentoring, homework help, literacy programs, enrichment activities and field trips for elementary students in South Tucson. The program aims to empower youth by providing skills and support to help them succeed. Its goals are to increase students' sense of support, create a safe environment for work, enrich academic experience, and support community involvement. New staff will be trained on risk management, ethics, boundaries, confidentiality, mandatory reporting, communication, suicide prevention and multiculturalism.

1. Welcome to La Escuelita!
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2. What is La Escuelita?
La Escuelita is an out-of-school-time program for
elementary school students who live in the City of South
Tucson.
La Escuelita provides mentoring, homework help, a literacy
program, enrichment activities, field trips and presentations
M-F from school dismissal to 5pm.
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3. Our youth program empowers youth by providing them with
the skills and support necessary to take control of their
futures by making positive decisions.
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4. Our Goals:
• To increase our students’
sense of feeling supported
and accepted for who they are
• Create a safe environment for
them to focus on work
• Provide materials that enrich
their current academic
experience
• Support their development and
growth as members of their
community
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Thank you for your time!
Learning
Objectives
Through this presentation you will:
● Gain the tools necessary
to keep our participants
safe
● Learn practices that make
La Escuelita a supportive
environment
● Understand the policies
followed by all program
staff and volunteers

6. La Escuelita New Staff Orientation
•Risk Management
•Ethics
•Boundaries
•Confidentiality & Mandatory Reporting
•Communication
•Suicide: what you need to know
•Multiculturalism
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Adapted from the
“Key Information Tool Kit”
by Our Family Services

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8. Risk Management
It is a part of all of our jobs to be aware of and take actions to
mitigate potential risks to our:
•Clients
•Selves: Staff & Volunteers
•Agency
•Profession
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9. Some Ways You Can Help….
• Report concerns about the safety of
our buildings, properties, staff,
volunteers, and clients to your
supervisor
• Do not provide services outside your
credentials, skills, and job description
• Do not physically intervene in a
dangerous situation unless you have
been specifically trained how to do so
• Engage in ongoing training and
professional development
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10. Necessary Health Precautions
Approach first aid situations as if they may be infectious to you
and others. For everyone, regardless of whether we think
someone might be infected or not.
• This applies to:*
• Blood
• Body fluids
• Non-intact skin
• Mucous membranes
• Feces
• Nasal secretions
• Sweat
• Vomit
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12. Universal Health Precautions Include:
• Hand hygiene: use proper hand washing procedures fluids.
• Avoid punctures or open wounds.
• Wear gloves when coming in contact with body fluids.
• Promptly wash blood & other human fluids from skin.
• Use special containers to dispose of contaminated sharp
objects.
• Take precautions when performing CPR - or
perform chest compressions only.
• Cleaning hard surfaces with a disinfectant
(e.g. diluted household bleach).
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13. Respiratory Hygiene: Cough & Sneeze Etiquette
• Cover your mouth and nose when coughing or sneezing.
• EX: sneezing into your elbow or shirt instead of your hands
• Use and dispose of tissues.
• Wash hands with soap and water for at least 20 sec or use
alcohol based sanitizer afterward.
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And, Stay
Home When
You are Sick!

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15. Ethics Definition:
1. Ethics:
a. A set of principles of right conduct.
b. A theory or a system of moral values: "An ethic of service is
at war with a craving for gain" (GreggEasterbrook).
2. Ethics (used with a sing. verb) The study of the general
nature of morals and of the specific moral choices to be made
by a person; moral philosophy.
3. Ethics (used with a sing. or pl. verb) The rules or standards
governing the conduct of a person or the members of
aprofession: medical ethics.
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16. What is Important to Know?
▪ We must be aware of potential ethical violations and how to
avoid them
▪ All our decisions should be tested against ethical principles.
Ethical decisions are less “black and white” than laws.
▪ Unethical behaviour has negative impacts on our ourselves,
our agency, and our profession.
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17. Ethical Principles that Guide Our Work:
• Always be positive and kind in
youth interactions
• Support students to be
independent to make their own
decisions
• Do no harm, intentionally or
unintentionally
• Act in the youth and families
best interests
• Provide fair and equal
treatment; being truthful
• Honor word to student, follow
through on commitments, and
build trusting relationships
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18. Are You Being Ethical?
Ethical Red Flags
Are you:
• Meeting your own emotional needs while
working with youth?
• Lacking direction in your work with the students?
• Telling your clients what they should do?
• Making decisions for your students?
• Not aware of professional standards?
• Unaware of your biases, prejudices and assumptions?
• Making assumptions about gender identity?
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19. •Talk with your supervisor!
• Be clear about your role, scope of
responsibilities, policies & best practice
standards
• Seek out training & professional
development
• Become culturally aware
• Be self aware
Unsure About Ethics?
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20. Applying Ethics to La Escuelita
In an after school program you are supervising a class of 25
students. One particular student, Bobby, likes for you to always
read with him and even wants to invite you over to his birthday
party coming up.
Discussion:
1) Is it ethical to show favoritism to Bobby, spending time with
him over the other students?
2) Is it appropriate to develop an intimate relationship with the
child as well as their family outside of class?
a) What could happen if you became involved?
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22. Boundaries
• Are limitations (physical and emotional) that allow for safe
connections between individuals.
• Help establish mutual expectations and trust between
client and helper.
• Protect privacy of both student and helper.
• May vary depending upon the context or program.
• Are important in maintaining professional
relationships with colleagues.
Boundaries protect everyone:
students, families, helper, agency,
profession!
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23. Boundaries that are Non-Negotiable
Do not:
• Mix role of a friend with your professional role even after
the professional relationship has ended.
• Have sexual contact of any kind with a student/youth
volunteer, or former student/youth volunteer.
• Give or use illegal substances with youth.
• Give medication not prescribed by a physician for that
child to that child. This included over the counter
medications!!
• Give a student your home address or take child to your
home, even if child stays in the car.
• Give youth your personal email address.
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24. Boundaries that are Non-Negotiable
Do not:
•Take a family member or friend with you to see the client.
•Hire or barter with youth to do work for you.
•Give or loan a family personal money or possessions.
•Talk to youth about your own personal struggles.
•Moralize, advocate, or preach for or against
religious/political issues.
Uncertain??
Always check in with your supervisor!
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25. Group Discussion
● What are the most important set of boundaries while
working with children?
● If a situation arises in which boundaries are
compromised or there are lack of boundaries, what
would be the best way to approach it?
● How can you set boundaries amongst the children,
peers, colleagues, supervisors and staff?
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26. Group Discussion
Determine whether the following examples are
appropriate or not appropriate:
1. Holding children’s hands, playing with their hair, piggy
back rides, front hugs, sitting in laps
2. Side hugs, sitting in own chairs
3. Spending time alone with youth outside of program
4. Exercising good judgement on whether to touch youth
and/or under what circumstances; sensitive to individual
preferences and cultural norms
5. Parent questions the appropriateness of the interaction
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27. Answers:
1. Not appropriate
2. Appropriate
3. Not appropriate
4. Appropriate
5. Not appropriate
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28. Confidentiality &
Mandatory Reporting
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29. Confidentiality
• Means keeping the client’s information private and secure
• A client’s information cannot be released without written
consent
• Situations where it is okay to break Confidentiality
• Suicide risks
• Homicide risks
• Suspicion that a child or vulnerable adult is
being abused and/or neglected
• If the client makes threats against themselves or others
• If you have reason to believe a client may be a danger
to themselves or others
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30. Potential Breaches of Confidentiality
• Talking about clients in public, in earshot of the lobby, and
anyone who doesn't need to know in the community
• Leaving private client information lying around unlocked (on your
desk, on the copier or printer, open on the computer...)
• Emailing client information in an unsecured manner
• When acknowledging clients in public don’t bring up anything
related to the services they received)
• Answering inquiries from a concerned family member, police
officer, attorney, or anyone for whom we don’t have a release
from the client
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31. Confidentiality in Afterschool
Student records and release of personal and academic
information are protected by the confidentiality agreements
and the prescribed laws and school policies.
Ethical and legal handling of all school records and filed
paperwork require written parent consent.
• How can we keep confidentiality with our participants in
relation to wellbeing, academics, personal issues and
documentation?
• When and what should we inform our supervisors or the
children's parents without breaking confidentiality?
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32. Group Discussion
At La Escuelita, students will openly discuss their feelings
or events going on at home. When is it appropriate to
share this information with others?
How could you respond, if you are uncomfortable with
what a child tells you?
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33. Mandatory Reporting
• We have a legal obligation to report to the proper authorities any
abuse or neglect of a child or vulnerable adult we see (or strongly
suspect based on what we are told or observe).
• Never interview the child! It is not our job to investigate, ask
more questions, or know for sure. Leave that to the investigators.
To report suspected child abuse, call the Department of Child Safety
at 1-888-SOS-CHILD (1-888-767-2445)
•
To report elder/vulnerable adult abuse call Adult Protective Services
at 1-877-SOS-ADULT (1-877-767-2385)
•
Or call 911 if it is an emergency
When possible, discuss with your supervisor first, especially if you have
questions, but make sure to still make a timely report. Reports need to
be made before the end of the same work day.
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34. Knowing When to Report
Signs of Child abuse:
• Visible signs of physical abuse may include unexplained
burns or bruises
• Changes in behavior such as scared, anxious,
depressed, or aggressive
• May express fear of going home
• Can show changes in eating behavior, may be eating
more or less
• Changes in school performance and attendance
• Lack of personal care or hygiene
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35. Child Abuse and Neglect
Policy: Any person associated with YWCA is by law called
a mandatory reporter, and is therefore obligated to make a
report concerning suspected abuse or neglect to a child.
Refer to the YWCA policies, procedures and obligations for
any mandatory reporter
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36. If a child tells you about abuse
DO:
• Remain calm
• Believe the child
• Allow the child to talk
• Show interest and concern
• Reassure and support the child
• Take action. It could save a child’s life
DON’T:
• Panic or overreact
• Press the child to talk
• Promise anything you can’t control
• Confront the offender
• Overwhelm the child with questions
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37. Communication
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38. ● Communication is the successful conveying or sharing
of ideas and feelings.
● One way communication is communication is only
transmitted one way from the sender to 1 or many
people.
● Two-way communication is communication is
transmitted back and forth between the sender and
receivers
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39. Nonverbal Communication
Only 10% of communication is verbal!
It is important to have an awareness of how you are
communicating by understanding how nonverbal cues
impact with verbal communication.
Body language- appearance and posture; facial
expressions, gestures, eye contact, voice, posture,
distance between you and audience all directly influence
your message.
Maintaining positive nonverbal communication maintains
positive verbal communication!
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https://www.teachingenglish.org.uk/article/non-verbal-communication

40. Types of Nonverbal Communication
• Vocalics- Tone of voice,
timbre, volume, speed
• Sounds Symbols-
grunting, mmm, er, u-
huh, mumbling
• Silence- pausing,
waiting, secrecy
• Posture- Position of
body, stance
• Adornment- clothing,
jewelry, hairstyles
• Locomotion- Walking,
running, staggering,
limping
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https://www.teachingenglish.org.uk/article/non-verbal-communication
• Kinesics- body language
such as motions, shrugs,
gestures, eye movements
• Proxemics- Proximity, use of
space, privacy of attraction
• Haptics- Touch
• Oculesics-Eye contact
• Chronemics- Use of time,
waiting, pausing
• Olfactics- smell

41. Discussion and Activities
Make up a dialogue based off a mime
Act out a dialogue using gestures and expression
In pairs, take turns listening to each other for 30 seconds
using non verbal responses
Mime adjectives both physical and emotional feelings
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https://www.teachingenglish.org.uk/article/non-verbal-communication

42. Communication Activity
• Draw a bug
• Pair up in partners
• Sit back-to-back
• Person A will describe a bug while person B draws the
bug based off of the description from their partner.
• Now compare. What is different from what person A
intended? What is the same?
• Switch and repeat!
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43. Positive Communication
with Youth & Children
La Escuelita is a safe place where the kids can be
themselves without judgment. It is importnat interactions are
positive and supportive.
List of Key Positive Phrases: (Kate)
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44. VS
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46. Suicide:
What you need to know
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47. Why is it important?
• Arizona has the 8th
highest statewide suicide rate in US.
• Tucson has the 3rd
highest rate of US cities!
• Less than 10% of suicide attempts are fatal. Many are a cry
for help from someone who is in pain, feels hopeless and
helpless, and has become ambivalent about living
• The most at-risk populations include those aged 15-24,
LGBT, and elders
• Gender difference: Women attempt 3 times as often as
men.
Men die 4 times as often as women from their attempts.
• 90%...
• of fatalities involve firearms
• of non-lethal attempts involve poisoning
• of suicide attempts take place in home
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48. Factors that can Increase Risk
•Current or recent depression
•Other mental or physical health issues
• Struggling with sexual orientation or gender identity
issues
•Previous suicide attempts
•Disconnected or socially isolated
•Recently experienced a loss or other
major life stressors
•Family history of suicide
•Drug or alcohol abuse
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50. Let the Person Know You Care
If you notice
one or more
warning signs,
care enough to
ask!
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51. What To Do
• Self assess the behaviors you see
• Tell them you care and want to help
• Ask directly about suicidal thoughts and plans
Here’s a safe way to ask directly:
“I notice that you _________ (state behavior you have seen or
statement you have heard). Sometimes when people do this
(or say this), they are feeling suicidal. Are you feeling like you
might harm yourself?”
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52. When they Open Up…
• Listen patiently and nonjudgmentally
• Acknowledge and validate their emotions and needs
• Don’t judge their feelings, invoke guilt or shame, give advice,
or offer solutions
• Link them with resources (family, friends, professionals) who
can help support them
• For non-emergencies, follow up within a day
• Get support for yourself. If it is a work situation, talk with your
supervisor immediately.
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53. Group Discussion
Facts or Myths?
1. Suicides peak during holidays.
2. Suicide rates climb with altitude.
3. Teens are at greater risk of suicide.
4. Depression is always the cause of suicide.
5. Your family affects the risk.
6. Most suicide attempts fail.
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54. Answers
1. Myth
2. Fact
3. Myth
4. Myth
5. Fact
6. Fact
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55. Emergencies
If someone is actively suicidal and you believe their life is in
imminent danger:
• Do not put yourself in a dangerous situation.
• Call 911. Explain situation.
OR
• Call Crisis Response Center at 520-622-6000. Explain
situation and ask for crisis assistance.
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Additional Resources:
Call 310-855-4673 OR Text TEEN to 839863

57. Multiculturalism
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58. Multiculturalism
• Encourages ideologies,
policies, and practices that
value and promote cultural
diversity
• Multiculturalism’s Vision: the
desire amongst people to
express their own identities as
they see fit
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59. Multiculturalism Encourages Us To:
• Value cultural diversity as a resource
• Take action when we see social injustice
• Understand our own culture
• Be self aware: Recognize our own
cultural biases, assumptions, prejudices
• Learn about different cultural groups, but
refrain from stereotyping – each
individual has his or her own unique
culture.
• Be accepting of cultural diversity, not just
tolerant
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60. Cultural Diversity Includes:
•Age
•Gender
•Gender identity
•Sexual orientation
•Socioeconomic status
•Family roles
•Communication style
•National origin
•Political views
•Religion
•Race
•Ethnicity
•Dress
•Values
•Food
•Music
•And more!
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61. Working with Children
• Ask questions – learn all you can
• Provide services that respect and are relevant to a
person’s culture
• Be aware of the ethnic population you are working with
• Appropriate treatment for kids with disabilities including
physical, learning, mental, etc
• Abide by certain CLAS standards (culturally and
linguistically appropriate services)
• Be aware of stereotypes and misrepresentations of
racial/ethnic groups
• Use inclusive language
• Don’t make assumptions about a person’s culture
• Don’t impose your own cultural values
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