The document outlines the training requirements for a soccer school mentor program, including academic mentor training, child protection training, and completing a CRB background check. It provides details on mentoring skills, setting boundaries, types of child abuse, and procedures for reporting any concerns about a child's welfare.

1. Soccer School Training Jack Bond

2. 1. Academic Mentor Training 2. Child Protection Training 3. Completing your CRB

3. 1. Academic Mentor Training

4. OurAims Academic performance Character Development Raising Aspirations

7. Why do young people come to the Soccer School?

8. Referred

9. MMP

10. 6 – 8:30pm

11. 6 – 7pm Academic Mentoring

14. LiteracySupport A B

15. English Refresher 1 Layout – present clearly Get the young people to take pride in their work Full sentences Capital letters, full stops, commas and apostrophes…

16. English Refresher 1 i.e. 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 A B . . . i.e. Koscielny mistake was awful. Fabregas goal was amazing. 's '

17. English Refresher 2 Variation i.e. he said he said he said The man exclaimed, shouted, screamed, laughed… Break up complicated words

19. Whatismentoring? “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.”

20. Whatismentoring? ‘One-to-one’ - ReachOut! is a group programme but the mentoring is one-to-one. ‘Support and encourage another’ – competence and character building, developing confidence and self esteem. ‘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!

21. Whatmakes a good mentor? Task: In your groups discuss and write down what qualities/attributes do good mentors have.

22. Skills of a Mentor Be positive Be reliable Be a good listener Show interest Be approachable Be non judgmental Be realistic Be patient (short and long term) Set a good example – always!

23. Listening Task: Do we listen just with our ears? Instructions: 1. Get in pairs 2. One person be A and the other B 3. A must talk to B for one minute (about anything A desires) 4. B cannot respond in any way

24. CommunicationSkills and workingwithyouthpeople Listening! Demonstrate you are listening Eye contact Body language Relay information (short and long term) Talking to children Appropriate language Tone of voice Encouraging them to focus Sit alongside a child (at a right-angle if possible) Positive attitude

25. Boundarieswhenworkingwithyoungpeople The term boundaries refers to the limits we place around our personal space. We have different types of relationships in our lives. Including family, friends and work relationships. Does our behaviour change in each of these relationships? You could break up these relationships into these broad categories: social, personal and professional. Are these mutually exclusive relationships? Therefore when mentoring which category of relationship (social, personal and professional) would you experience? We do have a social/personal relationship with our mentees, would that make your mentee your friend?

26. Boundarieswhenworkingwithyoungpeople Therefore setting clear boundaries is vital in maintaining a professional relationship with children Otherwise your role/relationship could be confused Leading to a detrimental relationship In what ways do we limit the space around ourselves? Personal information we decide to disclose The way we behave (others often respond accordingly) Our physicality with others Therefore we need to decide what our boundaries are when working with children & how to manage them…

27. Boundaries Task 1:In your groups discuss and write down how boundaries may be overstepped in a mentoring relationship. Think about how a mentor could overstep boundaries and how a young person could overstep boundaries. Task 2:In your groups discuss and write down what strategies you could implement to set boundaries or to re-set boundaries.

28. Issuestothinkabout Behaviour Play fighting Language: i.e swearing, insulting terminology Greetings…what’s appropriate? Mentor’s personal disclosures i.e. Fighting, drugs Good rule…honesty – why are you telling your mentee something? Mentee’s personal disclosures When is something putting them in danger you must inform others However is danger always clear? Sometimes, but sometimes not ( i.e. drugs, sex) You are the mentor and your behaviour should be a model of the behaviour you expect in your relationship with young people Boundary setting (re-setting) Strategy

29. The Mentor-Menteerelationship Task: In your groups imagine the blue string symbolises the mentee and the white the mentor. How would you lay out the string to represent a professional mentor-mentee relationship?

30. The Mentor-Menteerelationship Bomb Disposal…

31. The Mentor-Menteerelationship Venn diagram relationship

32. The role of the Mentor What does a ReachOut! mentor actually do? Be reflective Ask yourself what went well, what could I have done to make that better Ask your project leader for support Be yourself

33. 2. Child Protection Training

34. ChildProtection What your role is Types of abuse Procedures and referrals

35. What are youexpectedto do Mentors are NOT expected to: act as child protection workers be trained to intervene in cases of suspected child abuse BUT: Refer any disclosures or concerns they may have

36. Types of Abuse Physical abuse Emotional abuse Sexual abuse Neglect

37. Physical abuse Hitting, shaking, throwing and any other action that has the intention of physically harming a child Parent or carer feigning or deliberately causing ill-health to a child. This is called fabricated or induced illness abuse

38. Commonsymptoms of physical abuse Unexplained bruising, marks or injuries on any part of the body Bruises that reflect the hand marks or fingertips (slapping or pinching) Cigarette burns/scalds Broken bones Changes in behaviour may include fear of parents being approached, aggressive behaviour, flinching when approached or touched or depression

39. Emotional abuse Persistent emotional ill-treatment May involve making the child feel worthless, unloved or in some way inadequate (or only adequate when they meet the requests of another person) May involve the children feeling frightened or in danger Or the exploitation or corruption of a child

40. Commonsymptoms of emotional abuse Developmental delay, either in terms of physical or emotional progress Neurotic behaviour eg sulking, hair twisting, rocking Being unable to play or fear of making mistakes Self harm

41. Sexual abuse 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. These activities may include physical contact, which can be either penetrative, such as rape, or non-penetrative such as fondling. Sexual abuse can also involve non-contact activities such as children being shown or involved in the production of, pornographic material.

42. Commonsymptoms of sexual abuse Pain/bruising near genital/anal areas Fear of being left with a specific person. Sexual drawings or language (age consideration!) Self harm or mutilation, sometimes leading to suicide attempts. Not allowed to have friends Acting in a sexually explicit way towards adults

43. Neglect 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.

44. Commonsymptoms of neglect Constant hunger, sometimes stealing food from other children Constantly dirty or smelly Complaining of being tired all the time Having few friends Mentioning that they are being left alone or unsupervised

45. Referrals and Procedures If you have any concerns about a young person you should speak to a ReachOut! member of staff. The first person you speak to should be you Line Manager, if not you can speak to: Frances Blackwell (ReachOut! London’s Designated Child Protection Officer) John O’Donnell (ReachOut!’s Designated Child Protection Officer) Go straight to Social Services Contact information will be sent to you via email following training.

46. Referrals and Procedures If a young person makes a disclosure about abuse to you follow the four Rs: 1. React - stay calm and do not let your distaste to show (The Abuse Dichotomy) - young person should be aware of confidentiality issues - no leading questions 2. Record - In young person’s terminology - Get key facts (not opinion) 3. Refer - To your Line Manager or to someone - Refer ASAP – do not wait! 4. Reflect - look after yourself Do not talk to anyone else – except the person you have referred the issue to – at ReachOut! especially not the parents/carers.

49. CRB Write in black pen only Fill in highlighted questions and if you answer ‘yes’ answer the question below i.e. Question 20: if you do have an NI no. tick yes and then fill out the NI no. in Question 21. 3. Do not answer questions 28, 30 or 50

50. CRB 4. Address history - The dates have to match up exactly. - If you moved out of an address in March 2008 you have to write where you were from exactly March 2008. 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: Jack Bond's address history: January 2010 - Present - 56 Basette Street, Kentish Town, NW5 4TW May 2007 - January 2009 - 4 Lombard Grove, Fallowfield, Manchester, M14 2XY February 2004 - May 2007 – 10 Downing Street, London, SW1A 2 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.

51. THANKS FOR YOUR SUPPORT!